- •Часть 1
- •Оглавление
- •Предисловие
- •1. Express what you mean by left and right wing.
- •2. Decide which of these ideas are left-wing (lw) or right-wing (rw).
- •3. Fill in the table below with requested things about Albania.
- •4. Match the words in column a with their definitions in column b.
- •5. Match the words in column a with their synonyms in column b.
- •6. Work out the meaning of the expressions below. Then write down their Russian equivalents.
- •7. Read the article below. You must decide which of paragraphs a-f best fits into the numbered gaps 1-6 in the following article.
- •Albania’s dam against time
- •8. As you read the article about Albania take notes under the following headings.
- •9. There is some good descriptive writing in this article. Which parts are most ‘visually intense’?
- •10. Discuss the following points in pairs.
- •11. Choose adjectives which you think best describe how the author feels.
- •12. Find the answers to these questions in the article below.
- •13. Now look in the text and check your answers. Send Julia Roberts, not tanks
- •14. Choose the best answer according to the text.
- •19. As you listen to Martin in Interview One, take notes under the following headings.
- •20. These are the words taken out from the interview with John. Read them out and try to explain them in English.
- •Language practice
- •25. Find a word in the text.
- •26. Fill the gaps with the prepositions that normally follow these words.
- •27. Look at this sentence from the text in 13.
- •28. Fill in the gaps by finding one word which fits in all three sentences.
- •30. Read the sentences below and complete them with the suitable words from activity 29.
- •3 1. Make up news stories on the latest political events using the suggested words and phrases from the wordlist below. Exchange news with other groups.
- •Opinion Essay
- •32. Share your views with a partner on the question “Should people convicted of minor crimes do community service rather than go to prison?”
- •Useful tips:
- •Techniques for beginning and ending essays
- •Useful expressions for giving opinions
- •Introduction –
- •1. Read the following quotations and express your attitude towards them.
- •2. Read the following political speeches. Who would you vote for and why? Complete the gaps with the cohesive devices below.
- •3. Read the text and do the activities below. The Curse of The Kennedys
- •4. Match people with accidents and scandals that happened to them. Variants in the second column may be used more than once.
- •6. Match the definitions 1-12 with the appropriate words a-l from the text above.
- •7. Now read the text in which Anthony Sampson looks at the relative strengths of different types of lobbyists.
- •8. Match the definitions 1-13 with the appropriate words a-m from the text above.
- •9. Look through the texts again and find three examples of the following.
- •10. Find words from the texts formed from the same roots as the words in the box, then match them with their definitions a-h.
- •11. Explain the meanings of the following words from the texts and put them in a typical phrase.
- •Influence assiduously a climax press for encircle
- •12. Translate the following words and phrases into English.
- •13. Decide if the statements below are true or false. Put t if the statement is true, f if it is false.
- •14. Answer these questions about politics in your own country.
- •15. The following companies are mentioned in the article below as victims of consumer boycotts:
- •1 Nike 2 Shell 3 Nestle 4 Barclays 5 Esso
- •16. Now read the text and check your answers. Giving power to the people
- •17. Choose the best answer for questions 1-6 below.
- •24. In pairs discuss pros and cons of the Government loan scheme.
- •25. Think and say what the advantages of opening a bank account at Barclays are. Compare your answers with a partner.
- •26. What do these figures refer to? Watch again and check your answers.
- •27. Say who these people are and what they think of the situation.
- •28. Find the words in the text in 13 that mean the following:
- •29. One word in each of the groups does not collocate with the head word. Which one?
- •31. Work in pairs. Find the twenty compound nouns hidden in the word search below. They run from left to right or top to bottom.
- •32. Read the news report and fill in the gaps 1-20 with the words from the word search.
- •33. Match the compound nouns 1-20 with their explanations a-t.
- •34. Complete the collocations 1-10 in the text by choosing suitable words from the box.
- •35. Complete each sentence 1-10 with one of the words from the box.
- •36. Replace the word(s) underlined in the sentences 1-10 with the most appropriate word from the box.
- •37. Match the words from the box with the explanations 1-10.
- •38. Match the words in the box with correct descriptions.
- •40. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •Vote on May 9th!
- •41. Read the sentences below and fill in the gaps with the missing words from the Vocabulary List.
- •42. Role-Play
- •General ideas
- •1950 Fire destroys collection
- •4. Now match the paragraphs a-f with the headings 1-7 below. There is one extra heading. Try to guess which one. Justify your decision.
- •6. In pairs try to answer the following questions.
- •7. Before reading the text try to guess whether the following statements are True or False.
- •8. Choose the best answer for each question.
- •9. Work with a partner. Discuss the following questions:
- •Listening
- •11. The words below all come from the listening exercise. Work out their meanings. Think how they could be used in the listening exercise and then make up sentences using them.
- •12. You will hear a politician talking about the executive power in Great Britain and the usa. For questions 1-17, complete the notes below, using from one to three words.
- •13. Now compare your answers to the questions in activity 10 with what you have learnt from the listening text.
- •14. In pairs compare and contrast the executive systems of the usa and Great Britain with that of Russia.
- •15. Fill the gaps using one of these words from the text:
- •16. Match the verbs with their definitions
- •17. The 5 verbs on the left each ‘go with’ two of the nouns or phrases on the right. Decide which ones they collocate with.
- •18. Match the following synonyms from the listening task.
- •19. Read the text below and decide which answer (a, b, c or d) best fits each of the spaces 1-15.
- •20. Complete each sentence 1-10 with the most appropriate word from the box.
- •21. Check up the meaning of the following words and translate them into Russian.
- •22. Make up collocations matching the words 1-15 with the words in the box.
- •23. Read the following text and fill in the gaps 1-22 with the most suitable words and phrases from activity 22.
- •24. Read through the following text and then choose the best phrase a-h to fill each of the spaces 1-8 from below. The judiciary
- •25. Read the excerpt from an article about forms of government and fill in the gaps (1-15) using words formed from the words in bold. Oligarchy
- •26. Study the information about the following political trends.
- •A ‘For and against’ essay
- •Useful tips:
- •Useful expressions and linking words / phrases
- •32. Read the model below and complete the paragraph plan on the right, identifying the topic of each paragraph. Underline the linking words.
- •Introduction –
- •33. Read John Doe’s social and political viewpoints in 27 again. Choose one of them as a composition topic and write an essay in about 350 words.
- •Vocabulary list politics
- •Aggrandizement
- •Perennial
- •1. Discuss with a partner the following questions. Speak for two minutes.
- •2. In groups agree or disagree with the statements below. Justify your viewpoints.
- •3. Practice pronouncing the proper names below. Guess the nationality of people living in these countries.
- •4. In pairs make sure you understand the following terms from economics. Write down their explanations in English.
- •5. Make up sentences in English to demonstrate the meaning of the words and phrases from activity 4.
- •6. Read the article extracted from a unicef study below and find out what kind of “help” is meant by the author. Help that makes things worse
- •7. There are twenty-one paragraphs, which can be divided into five groups. Put these groups in order, saying which paragraphs make up each group.
- •8. Work in groups. Read the first part of the article and make notes under the following headings. Compare your notes with another group.
- •10. Think and say in what ways such policies do make things worse for the poor.
- •11. In pairs comment on the recommendations the study gives.
- •12. Fill the gaps using these key words from the text. Massive impoverished upheaval harassment contemptuous unprecedented widespread ghettoized
- •13. Choose the best answer.
- •14. Now look in the text and check your answers. Explosion in the suburbs
- •15. Decide if these statements are True or False according to the text.
- •20. Listen again, take notes and answer the following questions as fully as possible.
- •22. Make up collocations matching the words 1-13 with the words in the box. Then restore the context where these collocations are used in the article you’ve read.
- •23. Find the words in the article which mean the following.
- •24. In pairs suggest common collocations for the words below.
- •25. Explain what is meant by the following expressions. Then make up sentences to demonstrate their meaning.
- •26. Give English for the following words and expressions used in the article “Help That Makes Things Worse”.
- •27. Look through the article in 14 and find the verb that means:
- •29. Rearrange these words to make phrases. Check your answers in the text in 14.
- •30. Complete each sentence with the most appropriate word formed from one of the words or part words from the box.
- •31. Translate the following sentences into English.
- •32. Prepare an oral presentation on one of the following topics below.
- •Requirements for Presentations
- •Guided work: cause and effect
- •33. Study the theory in the box below.
- •34. Write six different sentences (or sentence pairs) expressing the casual relationship between the two facts. The following words might appear in your sentences.
- •35. Fill in spaces in the following sentences. They all relate these two facts:
- •4. Read the text and define its main idea. Find evidence to prove your decision.
- •5. Now use the words from activity 3 and fill them in the gaps 1-10 in the text above.
- •6. Make up collocations matching the words 1-10 with the words from the box. Then restore the context where these collocations are used in the text.
- •7. Complete the sentences 1-5 with the adequate information you’ve learnt from the text above.
- •8. In pairs discuss the following questions.
- •9. Match the words with the definitions:
- •10. Look in the text and find this information as quickly as possible.
- •Police accused of Rio massacre
- •11. Choose the best answer according to the text.
- •12. Match the beginnings and endings of the sentences.
- •13. A high crime rate, drug dealing, low police pay and extreme poverty form a deadly combination of circumstances in poor suburbs of cities like Rio. What is the answer to this complex problem?
- •15. Match the adjectives in the left-hand column with the nouns in the right-hand column. Check your answers in the text in 10.
- •16. Look at these three words from the text and their definitions.
- •17. Read the text and decide which answer (a, b, c, or d) best fits each space 1-12.
- •18. Both options make sense. Underline the one which forms a common collocation.
- •19. Match the words from the box to the explanations.
- •20. Complete each sentence with a word formed from the word in capitals.
- •22. Suggest the Russian equivalents for the following words and expressions. In case you do not know the meaning, work it out from listening to your partner.
- •23. Replace the words underlined in each sentence with the adjectives from the box.
- •24. Work in groups. Read information about some of the developing nations and discuss the problem of poverty in them.
- •25. Work in groups. Be ready to cover the following tasks.
- •South and East Asia
- •Essays suggesting solutions to problems
- •26. Study the theory box and the plan below.
- •Useful language
- •Useful expressions: Problems & Solutions
- •5. Explain the meaning of the following words and phrases.
- •7. Scan the article again and make notes under the following headings. Then prepare to talk about the problem of ‘child labour”.
- •8. Discussion points. Read these statements and say which you agree with and which you disagree with.
- •9. Read the following statements that refer to the text about the cultivation of opium poppies in Afghanistan and decide whether they are true or false. Then read the text to check your answers.
- •Afghanistan's deadly crop flourishes again
- •10. Now that you have read the text, make a list of points for and against the growing of opium poppies in Afghanistan.
- •12. Make collocations matching the words 1-15 with the words in the box.
- •13. Insert prepositions into the following phrases.
- •14. Give synonyms for the following words and make up sentences with them.
- •15. Translate the following words and phrases into English.
- •16. Match the following words from the first part of the text in 9 with their meanings.
- •17. Fill the gaps in these sentences with appropriate forms of words taken from the second part of the text in 9.
- •18. Role-play.
- •Questions coming from tv viewers:
- •Articles
- •19. Study the information in the box and the plan below.
- •Vocabulary list developing countries
- •1. Do the following quiz for overview of world religions. What else do you know about the people, places and events mentioned in the quiz? Share your information with other students in the group.
- •2. In pairs share your ideas on the following questions.
- •4. Look though the text and note down:
- •5. Decide on the answers to these questions as a group.
- •6. Restore the context where the following sentences are used. Explain what is meant by the underlined words in the sentences below.
- •7. Paraphrase the following excerpts from the text.
- •8. In pairs summarise the content of the text in ten sentences only, trying to avoid details and keeping closely to the main ideas.
- •11. Search the text in 3 to find words and expressions with the following meanings.
- •12. Give English for the following words, then use them in sentences of your own.
- •13. Study Vocabulary list and paraphrase the underlined words and expressions.
- •14. Fill in the blanks with proper words and expressions.
- •15. Read the definitions below and guess the words.
- •16. Translate the following sentences into English.
- •17. Give synonyms to the words below.
- •18. Match the words 1-19 with their definitions a-s.
- •19. Derive all possible words from the words given below, then choose any of them to make up sentences.
- •20. Translate the following words into English. Then use them to make up sentences.
- •21. Complete the sentences by putting in a suitable derivative (the first sentence in each section is taken from the text). Word building
- •Noun-preposition collocations
- •Collocations which describe feelings
- •22. Working in pairs, fill the gaps in the sentences with noun-preposition collocations containing the words listed below.
- •23. Read the following excerpts from the Bible and discuss the questions below.
- •24. Read the article from a British newspaper about religious education at school. Retell the article in 10 sentences. Breaking down religious barriers
- •27. In groups brainstorm ideas to do the tasks below.
- •For and Against Essay
- •6. Read the account again to find the correct way a, b, c or d to complete these statements.
- •7. Look at the following sentences. Express your point of view concerning the ideas which the author of the article implemented in them.
- •8. In pairs discuss the following questions.
- •9. For questions 1-5 you must choose which of the paragraphs a – g fits into the numbered gaps of the following magazine article. There is one extra paragraph which does not fit in any of the gaps.
- •11. As you listen to the interview 1 and 2, take notes about any important points, including the following facts. Then compare your notes with a group.
- •12. Listen to both stories and fill in the gaps in the following parts of the sentences.
- •Interview 1: Psyche’s story
- •Interview 2: Malcolm’s story
- •14. Find words in the article which men the same as the following.
- •15. Explain in English the meaning of the following words and phrases.
- •Vacant expression
- •16. Look through the text and find out English for the following Russian words.
- •Noun-preposition collocation
- •17. Fill in the gaps in the sentences with appropriate prepositions. Then check your answers with the text.
- •18. Choose the most suitable word or expression underlined.
- •19. Rewrite each sentence so that it contains the word in the capitals, and so that the meaning stays the same.
- •20. Group nouns and noun phrases according to the preposition they collocate with and match the prepositional phrases with their meaning.
- •21. Now fill in the blanks in the sentences with suitable expressions from the previous exercise.
- •22. Group nouns and noun phrases according to the preposition they collocate with and match the prepositional phrases with their meaning.
- •23. Now fill in the blanks in the sentences with suitable expressions from the previous exercise.
- •26. Read the text and discuss the questions in groups.
- •27. Read the following sentences and mark them as True or False. In groups debate on the subject of space research.
- •28. Express your point of view on the following questions.
- •Visual arts of the folk tradition
- •4. Look through the text again and pick out the names of objects typical of folk art, then write down their main functions.
- •5. Summarize the content of the text in five sentences rendering its main idea and avoiding details.
- •France to ban pupils' religious dress
- •11. Choose the best answer.
- •12. What are the arguments for and against the wearing of religious symbols in public? Do you think that girls should be free to wear headscarves to school?
- •13. In pairs exchange your views on the following statements.
- •14. Look at the following words. Match the English words with their Russian equivalents.
- •15. Listen to part of a lecture devoted to Festival art and answer questions 1- 5 below. Give only one answer. You will hear the tape twice.
- •16. Listen to the tape once again and find words to collocate with the ones given below.
- •17. Work in groups. Use the collocations from activity 10 and make up a detailed story about the origin and development of festival art. Tell the story to another group.
- •18. You will hear someone talking about folk art of the past. Listen to the tape and for questions 1-28, complete the missing information. Slavic area
- •Northern Europe
- •Central Europe
- •Britain and Ireland
- •19. Make up collocations matching the words 1-18 with the words in the box.
- •20. Search the article in 10 to find words which mean the following things.
- •21. Read the text below and decide which word best fits each space. Circle the letter you chose. There is an example (0) that has been done for you. Midsummer night’s eye
- •28. Divide into pairs and choose of the suggested tasks below.
- •29. Read the following table, then listen to the tape and tick the information mentioned. Finally, using the information from the table describe the festival.
- •30. Study the theory in the box and the plan on the right.
- •31. You are asked to describe a religious festival or event and explain its popularity. Write the composition on the suggested topic in 300-350 words.
- •Vocabulary list religion, the occult, the supernatural
- •Confirmation
- •New Testament
- •Church ranks
- •References
24. Read the article from a British newspaper about religious education at school. Retell the article in 10 sentences. Breaking down religious barriers
Critics say religious education simply produces better-informed racists - but others argue there has never been a greater need for a deeper understanding of other faiths and cultures and that schools should take up the challenge.
BBC News Online's Katherine Sellgren joined a group of trainee primary school teachers as they visited a mosque in an attempt to broaden their own awareness. Female students were asked to cover their heads and everyone was asked to remove their shoes before entering Watford Mosque. It was all part of learning more about Islam for the group of Bachelor of Education students from the University of Hertfordshire.
They may be future primary school teachers - and are allowed to opt out of teaching RE if they wish - but each student must get a grounding in Christianity, Islam, Judaism, Sikhism, Hinduism and Buddhism as part of their degree course.
Jean Mead, senior lecturer in religious education, said it was vital teachers understood pupils' different religious backgrounds, whether they went on to teach RE or not.
"Also, if they are contributing to children's education of the society and world around them, they need to give an authentic, accurate portrayal, rather than perpetuating misunderstanding, stereotypes and superficial inaccuracies," said Mrs Mead.
Facts and attitudes
Mindful of the criticisms of creating better-informed racists, Mrs Mead said her trainees learned to give pupils a grasp of a religion's attitudes, offering them more than just facts and information. She told a story of one secondary teacher who, after covering Islam in his lessons, was horrified to see some of his pupils taking part in a National Front march.
When challenged, they said they thought it was cruel that goats were slaughtered for the Eid festival. "So they had taken snippets from their lessons to reinforce their own prejudices," said Mrs Mead. "The teacher then saw it was important to deal with attitudes as much as facts. "RE must deal with attitudes as well as information and then you're not creating better-informed racists. You need that balance," she said.
Multi-cultural society
Second year student Alison Salmon said there was little doubt teachers themselves needed an understanding of the major religions if they were to relate to their pupils in today's multi-cultural society.
"The number of schools we go into where all the kids are white and Christian is tiny.
"Almost anywhere you go in this country, you're going to have at least two children in any class you teach who are of a different religious or cultural background and to not know about them and what they believe would be awful.
"It's important to know how other people live and what they believe - teachers have a responsibility, otherwise they can't treat children right," she said.
Alison mentioned a school she had visited where pupils were making sandwiches in a food technology lesson. No problem on the face of it - but it was during the month of Ramadan and many of the Muslim pupils were fasting.
School trips
Student Nicole Harrison said she valued the trips to the mosque and other places of worship. "Because we've done the visits ourselves, we can see the benefits and will take the children on visits too."
Nita Modha, who is from a Hindu background, said by visiting places of worship, such as the mosque, pupils and students got an insight into a living community. "The things you see are not necessarily the things you read in a textbook - it's more active," she said.
And understanding a person's religion helped understand their actions and attitudes. "It's breaking down barriers, that's the key - we need to establish that there are a minority of people that don't want to go against the teachings of their religion."
Dr Ally Soodin, a worshipper at Watford Mosque, hosts visits from schools on a regular basis and believes they are an important way to put Islam into context.
"The problem is lack of knowledge - if they don't have the right information, then they tend to collect the information from the wrong people like the national parties and so on," Dr Soodin said.
So, in the light of recent international events, does Mrs Mead feel her subject is vindicated? "It makes it more important, although I am disappointed it hasn't had more of an impact so far, what with the riots in Oldham and so on.
"But I don't think we should stop trying," she said.
25. Now read an article about religious education in Russia. Render the article in English. Dwell on the topic of religious education comparing and contrasting the British and Russian approaches. Do you think that Religious Studies should be a necessary part of any school curriculum?
Алексей Волин: государство не должно указывать гражданам, во что им верить
Как сообщила накануне "Газета", Минобразования РФ разослало письмо министра Владимира Филиппова региональным органам управления образованием о "Примерном содержании предмета "Православная культура". Этот 30-страничный документ должен стать ориентиром в вопросах содержания и организации изучения православия в начальной, средней и старшей школе.
Сегодня своими мыслями по поводу этого документа поделился с "Газетой" заместитель руководителя аппарата правительства Алексей Волин.
По мнению правительственного чиновника, "любое изучение религии в школе должно носить более чем факультативный характер". Будучи светским государством, Российская Федерация "не должна позволять преподавать в государственной школе любое религиозное учение. Оптимально – за пределами здания школы".
Алексею Волину странным представляется уже то обстоятельство, что Министерство образования занимается разработкой стандартов факультативного образования. По словам Волина, "от этого документа, распространенного Министерством "веет средневековьем и мракобесием".
"Если Минобразование считает необходимым ввести религиоведческий курс, тогда в нем должны быть основы всех религиозных мировоззрений, а заодно история атеизма", считает замруководителя правительственного аппарата.
Алексей Волин отдельно подчеркнул, что "православие не является единственной христианской религией. Кроме православных, есть католики и протестанты – в том числе и в России, не говоря уж о чисто российских ответвлениях вроде староверов и баптистов. Если говорить вообще о преподавании православия, то в условиях многонационального и многоконфессионального государства это опасно".
"Образование должно объединять нацию, – убежден собеседник "Газеты". В той же ситуации, которая может сложиться в нашей стране, не исключено, что "россияне-православные будут изучать православие, россияне-буддисты – буддизм, а россияне-мусульмане – ислам ". "Школа должна готовить человека к жизни в обществе. Непонятно, какую помощь окажут в этой подготовке знания об ангелах и падших духах", – считает Алексей Волин.
Комментируя распространенное ныне мнение, что большинство россиян сегодня положительно относятся к преподаванию религиозных дисциплин в школе, замруководителя аппарата Правительства отметил, что, на его взгляд, уровень религиозности нашего общества чрезмерно преувеличен. "Социологические опросы показывают, что большинство людей считают себя верующими. Но при более детальных вопросах выясняется, что они не ходят в церковь, не знают молитв и не соблюдают постов", – считает Волин.
Вера в Бога в сегодняшнем российском обществе, по мнению Алексея Волина, "сродни вере в коммунизм образца 1985 года". "Особо радует повышенная набожность бывших членов партии", – иронично отметил он, скептически отозвавшись также об опыте преподавания в нашей школе какой-либо идеологии вообще. "Отношение детей к обязательному изучению в школе Закона Божьего будет примерно такое же, как к истории КПСС. И в результате вместо религиозных прихожан Минобразование и Церковь получат миллионы воинствующих атеистов".
Религия, по убеждению Алексея Волина, – "сугубо индивидуальное дело каждого человека. Если в семье считают, что ребенок должен знать про ангелов и духов, его отведут в воскресную школу при Церкви". Если же государство "начинает считать возможным вмешиваться в личную жизнь граждан и указывать, во что им верить и что думать, – это первый признак тоталитаризма", – отметил правительственный чиновник.
26. Mark Lawson speaks with Hollywood movie star John Travolta, a high profile member of the Church of Scientology, about his beliefs and his faith (Originally transmitted as part of "The Big Question" series). Read the interview and with a partner do two-way consecutive translation.
Celebrities and their Faith
Mark Lawson
Вы родом из большой итальянско-ирландской семьи. Как повлияло на вас то, что Ваша семья исповедовала католицизм?
John Travolta
I have to be honest with you although I was brought up a Catholic I wasn’t sure I understood it. I felt the confession aspect of it was good but I didn’t know that you were actually supposed to confess things that you did. I thought you were supposed to make up things that you did to get through confession. Now I realise that is probably a very good thing, that if someone really wanted to unload their heart and their mind, they should go and do it.
Mark Lawson
Ваши родители строго придерживались различных традиций, например, посещение мессы и так далее?
John Travolta
We did go every week, every Sunday.
Mark Lawson
Но кажется это не очень повлияло на вас, вы, по-видимому, став взрослым, отказались от всего этого?
John Travolta
Well what happened to me when I was about 20-21. I meet an actress who introduced something new to me called Scientology, introduced me to the works of L. Ron Hubbard. I was so impressed with these works. I suddenly had a sense that I wasn’t just a body, that I was actually a spirit in a body. My life changed from that moment and I knew I was going to live for ever.
Mark Lawson
По всей видимости, ваше обращение к новой религии дало вам то, что не могло дать католичество?
John Travolta
I have never compared the two. To be honest, because as I said, I don’t think I grew up understanding enough about Catholicism. I get a sense of clarity on what makes people tick. I get a sense of clarity on being a spiritual being.
Mark Lawson
Как вы относитесь к личности Рона Хаббарда? Рассматриваете ли вы его как человека, обладающего сверхъестественным или божественным происхождением? Как известно, христиане полагают, что Библия есть слово Божие, мусульмане полагают то же самое о своих священных книгах. Когда вы читаете книги Рона Хаббарда о Дианетике, рассматриваете их как произведение обычного человека или как нечто большее?
John Travolta
I believe it’s the work of a human being that did a lot of research on human beings and found out certain things worked and only gives you what works the best on planet earth here, the components of understanding people, the components of being in good communication with them and where that takes you, surviving well, being happy, healthy. I think that’s what his goals were.
Mark Lawson
Позвольте задать вам наш обычный вопрос: вы верите в бога? Такой вопрос вообще можно задать сайентологу?
John Travolta
Sure. Let’s put it this way, I think the whole idea of Scientology is to think for yourself. And that’s really what Mr Hubbard wanted. It’s not for you to think necessarily like anyone else but what you think is right for you, what you think is appropriate for you. If you ask me personally, I think yes there’s God. But each day through a lot of the studying that I do, I think I get to understand, possibly, what God is about but I don’t think I fully get the picture yet.
Mark Lawson
Чувствуете ли вы, что ваше предназначение – попытаться обратить людей в сайентологию?
John Travolta
I try to help people and I help them whether they want to become a Scientologist or not. It’s not about that. It’s about that when I know something can help someone then I have to use it, I can’t sleep if I don’t use it. I don’t necessarily think it will turn you into a Scientologist but I know you will feel better.
Mark Lawson
Как вы относитесь к тому, что сайентологию называю культом? Вас не коробит такое определение?
John Travolta
It’s annoying. It’s something to fight for because it’s incorrect. From the 22 years that I have been involved, I can only observe the good that has been done. People do better, they survive better, they’re happier, healthier.
Mark Lawson
Как ваша религия изменила вас как личность? Люди часто смотрят фильмы с вашим участием, например, Без лица, или Криминальное чтиво. Это замечательные фильмы, но в них очень много насилия. Беспокоит ли это вас?
John Travolta
No, because it’s art and you are welcome to communicate whatever you want in the fields of art . No one can guarantee taste in art. But then it is also subjective what is taste and what is good art. I would like, from my perspective, yes to ban all things that I think are tasteless. You can’t do it, it’s not the way it works. It’s subjective whose to judge then someone has to play God over the arts, some people try to but I don’t know if that’s possible.
Mark Lawson
А каково мнение сайентологии о том, что происходит с нами после смерти?
John Travolta
I think that the body ends and you as a spirit go on. It’s up to you what you are going to do.
Mark Lawson
Это переселение душ?
John Travolta
It could be if that is what you chose to do. You want to get back into another body or if you just want to hang out, whatever you feel like.
Mark Lawson
А вы верите в переселение душ?
John Travolta
Yes, I do, absolutely, I don’t even believe I just know that it’s the truth.
Mark Lawson
Актеры, можно сказать, продолжают жить и после смерти, потому что они остаются в фильмах. Эта мысль приносит вам утешение?
John Travolta
Yes, I like the idea that an actors contributions will always be there. I think that’s wonderful. I don’t want to be forgotten, I’d like to think that I did something that contributed to somebody’s life, I’d like to be missed.
