- •Selected topics for discussion
- •Isbn 978–985–460–308–7.
- •Starter activity
- •Reading one Britain’s Moral Crisis
- •Replace the italicized parts with the words and word-combinations from the functional vocabulary.
- •Translate into English, make use of the functional vocabulary.
- •Answer the following questions. Make use of the supplementary texts “Who needs morals?”, “Parents are too permissive with their children nowadays”.
- •Do you agree with the following statements? Make use of the texts “Who needs morals?” “Parents are too permissive with their children nowadays”.
- •1. Read the following citations about charity and comment on their meaning.
- •Reading one What Makes People Volunteer
- •Explain the meaning of the following words and phrases. Translate them into Russian.
- •Both options make sense. Underline the one which forms a common collocation. Consult a dictionary.
- •Fill in the blanks with the right word or phrase from the functional vocabulary.
- •Speech activities
- •Answer the following questions. Make use of the supplementary text “Nurse Nicky Nears her Peak of Fitness”.
- •Make up a list of Victorian values.
- •Make a list of factors that may cause drug abuse among people of different ages and walks of life.
- •Write an article to a newspaper expressing your concern about the present- time morals and also offer some suggestions how to return the lost moral values.
- •Reading one Who Uses Drugs and Why?
- •Language focus
- •Find the words or phrases in the text which have a similar meaning to the following.
- •Some of the language in the notes you have read is very colloquial. Work out what the following words and word-combinations mean in the context they occur.
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Suggest synonyms of the following words and word-combinations, make use of the functional vocabulary of the previous sections.
- •Here are two more typical cases. Choose one and write what you think his future is likely to be.
- •Europe: Drugs – Adapting to New Realities
- •Explain the meaning of the following phrases. Make use of the contexts in which they are used. Translate them into Russian/Belarusian.
- •Fill in the blanks with the right words or word-combinations from the functional vocabulary.
- •Replace the italicized words and word-combinations by those from the functional vocabulary.
- •Translate from English into Russian/Belarusian. Pay special attention to the words from your functional vocabulary.
- •Answer the following questions.
- •What do you think about…
- •Reading three
- •They're Toking up for Algebra Class. Teenagers Need Incentives to Keep it Clean
- •Explain the meaning of the following words and word-combinations. Translate them into Russian/Belarusian.
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Fill in the blanks with words and word combinations from the functional vocabulary.
- •Answer the following questions.
- •How do you understand the following stetments?
- •How far would you go to support or contradict the following statements?
- •General discussion
- •1. Discuss in groups of 3 – 4 students.
- •2. Present your group report to the class. Writing
- •Words and phrases connected with the theme of the unit
- •Speech Functions Bank
- •I. Interrupting People
- •Finish up the following statements in English.
- •Make use of the language in the box above while discussing the problems of moral re-armament and charity.
- •Clubbers Grow Rich on Drug Profits
- •Drug abuse is spreading fast
- •Alarm Over Teenagers Trying Drugs
- •Parents are too Permissive with their Children Nowadays
- •Nurse Nicky Nears Her Peak of Fitness
- •Usa: Warrior Bucks in the Concrete Jungle
- •Who Needs Morals?
- •Self-Check Test 1
- •Match the words with their definitions.
- •Explain the meaning of the following word combinations, translate them into Russian/Belarusian.
- •Fill in the blanks with prepositions or particles where necessary.
- •Give synonyms to the following words and word-combinations.
- •Translate from Russian into English.
- •Explain the meaning of the following figurative expressions used in the text. Translate them into Russian/Belarusian.
- •Match the adjectives with the nouns they collocate with. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Agree or disagree with the following statements and give your reasons.
- •Answer the following questions.
- •Functional vocabulary
- •Language focus
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Replace the italicized parts with the words and expressions from the text. Translate the sentences into Russian/Belarusian.
- •Speech activities
- •Make the following statements more factually correct.
- •Role-play. Divide into two groups (editorial boards), supporting two opposite points of view.
- •Reading three
- •Watching with Mother
- •Functional vocabulary
- •Explain the meaning of the following words and phrases used in the text.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Answer the following questions.
- •Exchange your views on the following points.
- •Reading one Consumer Discrimination
- •Match the words fromthe 2 columns. Translate them into Russian/Belarusian.
- •Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Answer the following questions.
- •Reading two Advertisers perform a useful service to the community
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Replace the italicized parts with the words and expressions from the text. Translate the sentences into Russian/Belarusian.
- •Agree or disagree with the following.
- •General discussion
- •Phrases
- •The power of the media Speech Functions Bank
- •I. Asking for More Detailed Information.
- •Make the following into statements about preferences using the language in the box above.
- •Look at the following and use appropriate language from the box above to make statements about your preferences.
- •II. Talking about likes and Interests.
- •Make the following into questions about other people’s likes and interests using the language in the boxes above.
- •Make the following into statements about likes and interests using the language in the boxes above.
- •Use appropriate language from the boxes above to ask answer people’s likes and interests in the following situations.
- •Supplementary Texts House of Horror
- •Books, Plays and Films Should Be Censored
- •Self-Check Test 2
- •Match the words with their definitions.
- •Complete the collocations in each sentence with an appropriate word from the box and translate the sentences into Russian/Belarisian.
- •Insert prepositions or particles where necessary.
- •Both options make sense. Choose the one which forms a common collocation.
- •Translate the following sentences using your active vocabulary.
- •Reading one
- •A Woman’s Place
- •Give extensive answers to the following questions.
- •Give arguments for or against the following statements.
- •Reading two
- •It’s high time men Ceased to regard women as second-class citizens
- •Answer the following questions.
- •Give arguments for or against the following statements:
- •Reading three
- •Schoolbooks and the female stereotype
- •Translate from Russian into English. Use your functional vocabulary.
- •Answer the following questions.
- •Analyse some schoolbooks used in Belarusian schools. In what roles are boys and girls depicted in them? Share your findings with the rest of the group.
- •Before watching the video programme study the following vocabulary.
- •Answer the following questions.
- •Reading One
- •The Qualities to Look for in a Wife
- •Match the words and their definitions. Translate them into Russian/Belarusian.
- •1. What arguments can you give for or against each of the following statements.
- •2. Answer the following questions.
- •Reading two
- •What’s wrong with marrying for Love
- •Explain the meaning of the following phrases used in the text. Translate them into Russian/Belarusian.
- •How would you express the same idea in a different way.
- •Translate into English, using your functional vocabulary.
- •Reading three
- •The Frustrated Housewife
- •Explain the meaning of the following phrases and use them while discussing the text.
- •Find the words in the text which have a similar meaning to the following. Translate them into Russian/Belarusian.
- •Insert a preposition or a particle where necessary.
- •Agree or disagree. Give arguments to sustain your ground.
- •Give arguments for or against the following statements. Develop the idea.
- •Role-play. Discuss the problem.
- •Before listening to the text “An Arranged Marriage” study the following vocabulary.
- •While listening to the text find the answers to the following questions.
- •Discuss in groups.
- •General discussion
- •Give arguments for and against the following statements. Discuss them. For further ideas and information read the supplementary texts at the end of the Unit.
- •Words connected with the theme of the unit
- •Phrases
- •Supplementary Texts a World That Seems To Hate Women
- •Gendercide: Killing Female Infants And Fetuses
- •They'll never go home again
- •There are really only two differences ...
- •What Women Don’t Understand About Guys
- •Is your relationship out of balance?
- •I. Asking for and Giving Opinions
- •Make the following into questions and answers about opinions using the language in the boxes above.
- •2. Use appropriate language from the boxes above to ask for and give opinions in the following situations.
- •2. Explaining and Justifying
- •1. Make the following into statements explaining and justifying using the language from the box above.
- •2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
- •1. Asking for Clarification
- •2. Giving Clarification
- •1. Make the following into questions and statements asking for and giving clarification.
- •2. Ask for and give clarification in the following situations.
- •Expressing Agreement and Disagreement
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Self check test 3
- •Match the wirds with their definitions.
- •Explain the meaning of the italicized words and phrases.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Give synonyms of the following words. Use your functional vocabulary.
- •Translate the sentences using your functional vocabulary.
- •Starter activity
- •Reading one
- •Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002
- •Language focus
- •Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •A Whitehall checklist;
- •Find the words in the text which have a similar meaning to the following.
- •Translate from Russian into English. Use your functional vocabulary.
- •Speech activities
- •Discuss the efficiency of the Whitehall project using the following questions as a guide.
- •Read the supplementary texts Russian education in a new light, High-Stakes Games, 5 Times More Fld. Kids to Repeat 3rd Grade and discuss the following points.
- •Sum up what the Russian/Belarusian teachers say about the problems of conventional schooling and the ways of their solution. Add your own ideas. Reading two Meeting the needs of employers
- •Join the words from the columns to make word combinations. Translate them into Russian/Belarusian.
- •Insert the right particle/preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Translate from English into Russian/Belarusian.
- •Answer the following questions.
- •Exchange your views on the following points. For more information read the supplementary text “School and Life”.
- •3. Group work.
- •4. Role-play. Read carefully through this outline of the problem, making sure that you understand it.
- •Writing
- •Reading one
- •Explain the meaning of each of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Replace the italicized parts with the words from your functional vocabulary.
- •Sum up what the author says for and against egalitarian and elitist approaches to education. Add your own arguments.
- •Reading two
- •The Idea of Summerhill
- •1. Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Which of these adjectives would normally be used with each of the nouns below. Translate the collocations into Russian/Belarusian.
- •Both options make sense. Underline the one which forms a common collocation. Consult you functional vocabulary at the end of the Unit.
- •1. Give extensive answers to the following questions.
- •2. Give arguments for and against the following statements.
- •You will hear an interview with Ian Beer, the headmaster of Harrow School and a radio programme on the subject of independent schools today. Before listening study the following vocabulary.
- •Answer the following questions.
- •Reading three
- •The City-as-School
- •Find in the text the word or words which have a similar meaning to the following.
- •Explain what the following words and phrases mean from the context in which they are used.
- •Fill in the blanks with the right word or phrase from the functional vocabulary.
- •1. Answer the following questions.
- •Write a feature article about the improvements that could be made in secondary education in this country.
- •Supplementary Texts Russian Education in a New Light
- •High-Stakes Games
- •5 Times More Fld. Kids to Repeat 3rd Grade State's New Policy Links Promotion to Reading Test Scores
- •School and Life
- •Why parents choose to opt out of the State system
- •Speech Functions Bank
- •1. Asking for More Detailed Information
- •1. Make the following into questions or statements asking for more detailed information using the language in the box above.
- •2. Use appropriate language from the box above to ask for more detailed information in the following situations.
- •2. Making Comparisons
- •1. Make the following into statements of comparison using the language in the box above.
- •2. Use appropriate language from the box above to make statements of comparison about the following.
- •3. Making generalisations
- •Make the following into statements about generalisations using the language in the box above.
- •2. Use appropriate language from the box above to make generalisations about the following.
- •Self-check test 4
- •Match the words with their definitions.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Explain the meaning of the following phrases.
- •Replace the italicized parts using your functional vocabulary.
- •Translate from Russian into English using your functional vocabulary.
- •In what ways do people pollute the environment? Do you pollute your environment?
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases.
- •Suggest synonyms of the words and phrases given below. To give more synonyms use a thesaurus.
- •Insert the right preposition or particle where necessary. Translate the sentences into Russian/Belarusian.
- •Match the words denoting different kinds of pollutants with their definitions. Translate them into Russian / Belarusian.
- •Speech activities
- •Reading twO
- •Kinds of Pollution
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases.
- •Insert the right preposition or particle where necessary. Translate the sentences into Russian / Belarusian.
- •Match the verbs with the nouns they collocate with.
- •Suggest synonyms of the words printed in italics.
- •Underline the most appropriate word to complete the sentences.
- •Speech activities
- •Consider different kinds of pollution in each of the contexts listed in the columns.
- •Work with the video programme "Canaries of the Sea"
- •Look at the title of this report and answer the following questions.
- •Answer the following questions.
- •The following sentences can be made more factually correct. Watch the report again and find out how to correct them.
- •Give your reasons why these proposed solutions are not entirely satisfactory.
- •Enrich your vocabulary by learning words and phrases used in the report to refer to the following.
- •Discuss in groups what warning these "canaries of the sea" have for us all and what we have to do if we don't want them to become extinct. Reading three
- •Acid Rain
- •Functional vocabulary
- •Language focus
- •Speech activities
- •Give extensive answers to the following questions. To answer some of them read the supplementary text "Is Acid Rain Killing Off Wood Thrushes?"
- •Make the following statements more factually correct.
- •Role-play: divide into environmentalists and men of business who are invited to take part in a tv talk show on acid rain.
- •Section 2. Nature Conservation Starter activity
- •Reading one
- •Endangered Species
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases. Translate them into Russian / Belarusian.
- •Match the words with their definitions.
- •Speech activities
- •Reading two
- •Wildlife Conservation
- •International Cooperation in Wildlife Conservation
- •Functional vocabulary
- •Language focus
- •Match the words with their definitions.
- •Speech activities
- •Work with the video programme "World Park".
- •Reading three
- •Forests
- •Language focus
- •Speech activities
- •Listening comprehension
- •Before listening study the meaning of the following words and phrases.
- •Listen to the tape and explain the meaning of the following word combinations.
- •Listen to the text again and answer the following questions.
- •Writing
- •General discussion
- •Words connected with the theme of the unit
- •Phrases
- •I. Making Predictions
- •Make the following statements about predictions using the language in the box above.
- •Use the appropriate language from the box above to make predictions about the following.
- •II. Expressing Degrees of Certainty and Uncertainty
- •Make the following statements about expressing degrees of certainty and uncertainty using the language in the boxes above.
- •Use the appropriate language from the boxes above to express degrees of certainty and uncertainty about the following.
- •Supplementary texts Oil Spills Pollute Indefinitely and Invisibly
- •China's Dust Storms Raise Fears of Impending Catastrophe
- •Is Acid Rain Killing Off Wood Thrushes?
- •India's Black Market in Birds Threatening Rare Species
- •"Dirty Fishing" Emptying Oceans
- •Saving Turtles by Taking Them Off the Menu
- •Cromo the Iberian Lynx – His Species' Last Hope?
- •Save Endangered Right Whales
- •Un Launches Campaign to Save Last Great Apes in the Wild
- •Cloud Forests Fading in the Mist, Their Treasures Little Known
- •Amazon Forest May Take Some Heat off Global Warming
- •Self-check test 5
- •Match the words with their definitions.
- •Fill in the gaps with the right preposition or particle where necessary.
- •Explain the meaning of the following words.
- •Replace the italicised parts using words from your functional vocabulary.
- •Translate from Russian into English using the functional vocabulary.
- •Keys to the self-check tests Key to Test 1
- •Key for Test 2
- •Key to Test 3
- •Key to Test 4
- •Key to Test 5
- •Крохалева Людмила Сергеевна
- •Практика устной речи Учебно-методическое пособие по английскому языку
Make the following into questions about other people’s likes and interests using the language in the boxes above.
E x a m p le:
Do/like watching TV?
Do you like watching TV?
Are/interested/ current affairs?
Do/happen/like reading tabloids?
Are/into watching TV a lot?
I wonder/you/at all interested/international politics?
Are/interested/the Internet?
Make the following into statements about likes and interests using the language in the boxes above.
I/not find watching/documentaries/enjoyable?
I/into watching the news.
I/not over-keen/listening to the radio.
I/interested/ reading newspapers.
Use appropriate language from the boxes above to ask answer people’s likes and interests in the following situations.
E x a m p l e:
Two friends at watching TV… reading newspapers.
(a) Are you into watching TV?
(b)No, I’m not particularly keen on it.
A young member of the family to an elderly relation … the Sunday newspapers.
An employee to his/her boss … watching sports on TV.
Two good friends … the latest news.
Two work colleagues … watching youth programmes with their children.
Supplementary Texts House of Horror
This week’s main television event – the first live pictures of the House of Commons in session – signals the climax of the love-hate relationship that our politicians have had with the cameras for nearly half a century. For much of that time hate has been the dominant emotion.
Over 40 years ago the BBC invited the then Prime Minister, Clement Attlee, and the Opposition leader, Winston Churchill, to make televised addresses to the nation for the first time. They turned the idea down flat. “When I was very young,” Churchill said, “if one said something in one's constituency which might have led to trouble if it was spread abroad, nothing happened. Now one has to weigh every word, knowing all the time that people will be listening all over the country. It would be intolerable if one also had to consider how one would appear.”
Yet how they appeared has been a dominating concern of all his successors at No. 10. Most have come to share a profound distrust of what they see as the power of television and the people who work in it. Churchill’s own belief that the BBC was “honeycombed with Communists” was matched by Harold Wilson’s near-paranoid conviction that the Corporation was run by card-carrying Conservatives engaged with others in a plot to bring him down.
And until last year, most MPs felt that TV represented too potent a force to be allowed access to the nation’s prime forum of debate. As the Tory MP John Stokes unavailingly argued just before the Commons voted to admit the cameras: “Television has corrupted our English civilisation, our taste and our morals. It would be a crime to have it in it he Chamber: the House would be dragged to even lower levels than it has reached lately – and they have been pretty low.”
But in the early days there was little to suggest that the small screen would become the most powerful of all means of political persuasion. For 10 years after the Second World War, the BBC had a formal arrangement with the political parties to keep television out of politics. Under the so-called 14-Day Rule, no subject to be debated in the Commons during the coming fortnight could he discussed on TV. “It would he shocking to have debates in this House forestalled time after time on this new robot organisation of television,” declaimed Churchill.
When he became Prime Minister again in 1451, Churchill reacted to the TV cameras in the manner of a XVII century aristocrat who did not want the vulgar mob to stare at him. He would either walk straight past them or put his hand over the lens if the cameras came too close. In 1953, he opposed the televising of the Coronation hut was overruled by the Queen. The success of that broadcast
transformed television’s public standing and convinced politicians they would have to come to terms with the small screen. Even Churchill himself arranged – in dead secret – to have a TV screen test at his country home.
In the film, which remained hidden for over 30 years, Churchill’s contempt for television comes over clearly: “I am sorry to have to descend to this level, but we all must keep pace with modern inventions and it is just as well to sec where you are in regard to them.”
When he was shown the film, Churchill hated it. But other leading Tories realised they had to overcome their instinctive fear of the new medium. Among them was Harold Macmillan. In 1953, as Secretary of State for Housing, he starred in the Conservatives’ first party political broadcast. The programme took the form of an ersatz interview, with Macmillan being asked questions by William Deedes. As there was no adequate recording in those days the broadcast had to go out “live”, and the two men spent a whole day rehearsing every supposedly spontaneous question and answer in advance.
“We were locked in the BBC for almost the whole of the daylight hours,” remembers Deedes. “From time to time the BBC’s formidable producer, Grace Wyndham-Goldie, would scold us for slackness, inattention, failing to memorise, and for looking down at the paper, which was absolutely forbidden.” The demands of the broadcast stirred in Macmillan memories of his service as a Guards officer at the Battle of the Somme 40 years earlier. At the end of rehearsals Mrs Goldic suggested that the two men should rest before they went on air.
By the mid-Fifties politicians had built up exaggerated hopes and fears about the power of TV. During the l955 General Election, when the three main political parties had, for the first time, their own series of election broadcasts, Churchill's son Randolph wrote: “It can truly be said of the election telecasters on either side that any of them can lose the election in five seconds.”
Macmillan himself turned down a request to appear on the BBC’s election results programme, saying: “I don’t think I look very good on television and I don’t want to have any more to do with it.” But within two year he was Prime Minister, and said of his first broadcast to camera from No. 10: “This ordeal was like going over the top.”
A highly emotional man, Macmillan was sometimes physically sick before television appearances, but he gradually became confident enough to be able to use them as a prop. He began one party political broadcast with the mechanics of production – normally so carefully concealed – deliberately on display. “Well, there you are, you can see what it’s like: the camera’s hot probing eye, these monstrous machines and their attendants – a kind of XX century torture chamber.”
Although politicians recognised the painful necessity of coming to terms with television, for years they voted to keep the cameras away from Commons proceedings. Says Sir Robin Day, the first broadcaster in lobby in favour of
admitting the cameras: “The instant reaction of most MPs I talked to was over my dead body.”
That proved to he the literal truth. It took three decades before a new generation of MPs went over the decidedly live body of Mrs Thatcher and voted for televising the Commons. The Prime Minister has always been a convinced opponent of admitting the cameras. She argues that the lights and the heat will destroy the intimate atmosphere of the Commons; her opponents claim that she has resisted the cameras because she thinks they will be to her disadvantage.
What seems likely is that TV, with its tendency to intensify impressions, will work both ways for Mrs Thatcher. For some, she will come out as the indomitable battler standing firm against a mob of baying men. She will probably adapt her present technique of seeking to outshout the Opposition and learn to wait silently at the despatch box during the noise. But for other viewers, what is known in Conservative circles as the “TBW That Bloody Woman Factor” will be more in evidence than ever.
Sociology.1998
