- •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
Reading one
The text below throws some light on the position of women in modern society. Read it and do the exercises that follow.
A Woman’s Place
If she is bright enough, ambitious enough, has a good idea and wants to make it work, a woman in Nairobi can go to one of a few banks in the world designed exclusively for women, and it will make sure that she gets a loan. If she wants to learn to read, however, it may be more difficult.
Such are the contradictions in the status of women as the United Nations Decade for Women draws to a close. The Kenya women Finance Trust of Nairobi has operated for a year, easing women into the male-dominated world of banking by helping with loans, providing advice and offering technical help. Yet in Africa as a whole, eight women out of ten are illiterate.
It is an irony typical of the ten years the UN has devoted to bettering the lot of one half of the world's population. Remarkable success stories co-exist with blatant discrimination, huge advances are balanced by humiliating retreats. In India, for example, a development plan has been introduced to improve job training for women and ensure equal access to employment. Across the border in Pakistan, if a woman has been raped she has to have the supporting testimony of four men in order to bring charges against her assailant. If she cannot provide sufficient evidence, then she may well be flogged.
In Japan, statistics showed that only 2,3 per cent of women were unemployed. Yet another survey showed that 72 per cent of the Japanese believe a woman should put her family ahead of her job, and less than one third thought a woman had a right to divorce a husband she could not stand.
In the working world, women still come a distant second to men While unemployment has skyrocketed almost everywhere in the past ten years, the
increase has generally affected women more sharply. In a few countries, such as the United States and Japan, women enjoy a higher rate of employment than men. But in both countries women are paid far less. In the US the average working woman earned 13 000 dollars in 1982, whereas the average man earned 21 000 dollars. In Japan the differential between men and women’s wages was greater in 1982 than it had been in 1975.
According to the International Labour Organisation (ILO) lower wages for women are common in most countries, irrespective of the level of economic development. The ILO believes that women are steered towards the traditional jobs that men do not want and that they are blocked from higher education and skills training.
While in the developed world there are more female lawyers, managers and politicians than before, and women in communications are numerous, they are still heavily outnumbered by men. In developing countries women's work is often little more than the most menial of labour. The ILO gives the example of women in Thailand who are required to spend eight hours a day staring at hair-width gold wires through microscopes, building up to 800 microchips a day, at 50 wires per chip. Without training, women cannot get at the credit, technology and financial resources needed to improve their lot. Six out of ten world’s illiterates are women and in 1980 the United Nations Educational, Scientific and Cultural Organisation (UNESCO) counted seven countries where virtually no women could read or write.
Even in Europe the work opportunities for women leave a lot to be desired. Britain was famous for having a woman Prime Minister, but only a fraction of Parliament’s seats were held by women and there were no other women in the Cabinet. According to activist Georgina Ashworth the decade in Britain was a failure, partly because women themselves were not allowed to hear about it, so they weren’t able to make demands.
Elsewhere in the world women have found cultural prejudices as hard to change as political ones. The spread of Islamic fundamentalism has meant the return of the chador and the loss of many hard-won freedoms. Female circumcision is still practised in many countries and in South Africa women aren’t covered by labour legislation, maternity benefits or unemployment insurance provisions.
At the UN Women’s Conference in China Mrs. Hilary Clinton strongly denounced human rights violations in China and elsewhere.
“It is a violation of human rights when baby girls are denied food, or drowned, or suffocated, or their spines are broken, simply because they are born girls!” she said.
“It is a violation of human rights when women are denied the right to plan their own families – and that includes being forced to have abortions or being sterilised against their will.”
Without mentioning the name of any country in her litany of human rights abuses Mrs. Clinton managed to condemn the Indian practice of burning brides when their marriage dowries are deemed too small; the African custom of performing “genital mutilation” on women, the war in Bosnia and other conflicts.
Yet perhaps we shouldn’t spend all of the time complaining. The Decade for women may be judged a failure, but at least it has been a step in the right direction. Women’s interests have become an issue: twenty years ago they weren’t even spoken about.
Kelly McParland. For a Change. 2001
Functional vocabulary
access n to have access to |
доступ иметь доступ (к чему-л.) |
assail v |
наступать, атаковать, нападать |
assailant n |
противник, нападающая сторона |
blatant adj |
вопиющий; шумный; явный, очевидный |
blatant discrimination |
вопиющая дискриминация |
blatant lie |
явная ложь |
benefit n |
пенсия, пособие |
maternity benefit |
пособие по беременности и родам |
charge n |
обвинение |
to bring charges against sb |
обвинять |
to be charged with |
быть обвиненным в чем-л. |
on a charge of |
по обвинению в чем-л. |
denounce v |
осуждать, обвинять, разоблачать |
dowry n |
приданое |
flog v |
пороть, сечь, стегать |
to flog a dead horse |
зря тратить силы |
to flog a willing horse |
заниматься бесполезным делом, подгоняя того, кто и так старается |
humiliate v |
унижать |
skyrocket v |
стремительно подниматься, расти (о ценах, цифрах) |
steer to, towards v |
следовать по пути, держаться курса; направлять, руководить |
to steer a middle course |
избегать крайностей |
to steer clear of |
избегать, сторониться |
retreat v |
отступать |
retreat n |
отступление, отход |
to retreat from one’s pledge |
не выполнить обещание |
to retreat into one’s thoughts |
уйти в себя |
menial adj |
неквалифицированный; лакейский |
mutilate v |
увечить, калечить, уродовать; искажать |
Language focus
Explain the meaning of the following phrases used in the text. Translate them into Russian/Belarusian.
to get a loan,
to draw to a close,
to better the lot of women,
to come a distant second to men,
to be outnumbered by men.
Find the words in the text which have a similar meaning to the following.
someone who cannot read and write;
information given in a court of law to prove that someone is guilty;
someone who attacks another person;
the right to enter a place, to see or get sth;
an unreasonable dislike and distrust of people who are different from you in some way (race, sex, religion).
Join the words from the columns to make word combinations. Consult the text if necessary. Translate the word combinations into Russian/Belarusian.
blatant |
retreats |
humiliating |
labour |
male-dominated |
discrimination |
maternity |
freedoms |
menial |
testimony |
supporting |
leave |
hard-won |
world |
Suggest synonyms of the following words used in the text.
to maim;
to accuse;
to be one after the leader;
to guide;
to beat;
achievements, progress;
to increase;
to denunciate;
disgrace.
Speech activities
Make the following statements more factually correct.
In India women have been ensured equal access to employment.
In the USA and Japan women enjoy a higher rate of employment and payment than men.
In the developed `world there are more female lawyers, managers and politicians than male ones.
Since the UK had a woman Prime Minister, the UN Decade for women had been a success in Britain.
The Kenya Women Finance Trust has eased women into the male-dominated world of banking by educating them.
