- •Міністерство освіти і науки україни
- •Мета навчання англійської мови студентів гуманітарних спеціальностей
- •What’s your learning style?
- •Sociology reinterpreted
- •Vocabulary
- •Task 7. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Tenses, for more information see Reference 1
- •Begin with: c Have youused any expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •Analysis of questionnaire
- •Let’s play the no-no game
- •The ethics of research
- •Vocabulary
- •Task 6. Fill in the correct words (not all words are needed) from the previous exercise into the gaps below.
- •In this unit we make review of Relative clauses, for more information see Reference 2
- •Forming a hypothesis
- •Interpreting the data
- •Begin with:
- •Vocabulary Task 4. Chose the best headline a-h for each paragraph 1-8 (All the headlines will be used).
- •Task 6. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Passive Voice, for more information see Reference 3
- •A: company president b: sales clerk
- •C Have youused any expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •Answers to quiz
- •Economy: historical overview. Social inequality
- •Vocabulary
- •Task 7. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of the Articles, for more information see Appendix 4
- •Idea, European, expensive project, thousand times, mp, economic crisis, ewe, honest decision, mba, academic year, yearly chart, honourable person, university, euphemism.
- •Views on inequality
- •1. I stay late at the office:
- •2. Regarding my job, my friends and family say:
- •3. I miss events with my family and friends due to work:
- •4. I find myself doing work tasks outside of the office:
- •5. If I need to take personal time off of work (for a doctor’s appointment or another personal obligation):
- •Time, work and leisure
- •Task 6. Fill in the correct words (not all words are needed) from the previous exercise into the gaps below.
- •In this unit we make review of Clauses, for more information see Appendix 5
- •Social movements and social conflicts
- •Vocabulary
- •Task 7. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Reference words,For more information see Appendix 6
- •Begin with c Have youused any interesting expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •Study skills answers
- •Education and equality
- •Vocabulary
- •Task 6. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of adjective, for more information see Appendix 7
- •Begin with: c Have youused any new expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •The name game
- •Ideas are plants
- •Vocabulary
- •Task 7. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Inversion, for more information see Reference 8
- •Begin with: c Have youused any interesting expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •Suggested answers to task 2
- •Saving lives through social action
- •Vocabulary
- •Task 6. Fill in the correct wordsfrom the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Reported Speech, for more information see Appendix 9
- •Are is has live can can’t will were was had lived could won’t would
- •Begin with: c Have youused any expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work
- •Unit 10
- •The seven rules of rhetoric
- •Vocabulary
- •Task 6. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).
- •In this unit we continue review of Inversion and start review of Emphasis, for more information see Reference 10
- •Begin with: c Have youused any interesting expressions from the text in your summary?written 10 sentences?checked your spelling?checked punctuation and grammar?heck your work unit 11
- •How ambitious are you?
- •1. In ten years do you hope to:
- •2. In twenty years' time do you hope to:
- •Why marriage?: the universal functions of the family
- •Vocabulary
- •Task 6. Fill in the correct wordsfrom the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Conditionals, for more information see Appendix 11
- •Begin with: c Have youused any interisting expressions from the text in your summary?checked your spelling?used any Conditionals?heck your work
- •Unit 12
- •Men versus women quiz
- •3. A study has found women are more sensitive to male body odours than vice versa because…
- •4. Studies have shown that women feel more pain than men. What is not a reason for this?
- •8. Pick the incorrect answer from these research findings about heterosexual infidelity…
- •Answers
- •1. Answer: c) Roughly the same amount, 16,000 words per day.
- •3. Answer: b) Women can detect body odour better than men when the smell is being disguised.
- •4. Answer: c) Women have fewer nerve receptors than men causing them to feel pain more acutely.
- •5. Answer: d) All of the above.
- •6. Answer: d) Gay men use a mixture of male and female navigating techniques.
- •7. Answer: b) Women use parts of their brain involved in language processing more than men to decipher jokes.
- •8. Answer: a) Women were more likely to believe that men have sex when they are in love.
- •9. Answer: b) It's a cultural belief, standardised testing shows no gender differences in maths performance.
- •10. Answer: c) As a member of a predominantly monogamous species men invest more energy in relationships.
- •Masculinity and femininity: socialized differences
- •Vocabulary
- •In this unit we make review of Gerund/Infinitive, for more information see Appendix 12
- •1. Breaking the speed limits is regarded by men as a minor offence.
- •Unit 13
- •Social control
- •Vocabulary
- •Task 6. Fill in the correct wordsfrom the previous exercise into the gaps below (not all words are needed).
- •In this unit we make review of Modal Forms, for more information see Appendix 13
- •1. Deviance should be defined as violation of expected rules and norms.
- •4. Аномальність має бути розглянута з точки зору групових інтересів.
- •Begin with: c Have youused any interesting expressions from the text in your summary?checked your spelling?used any Modal forms?heck your work
- •Grammar reference
- •Relative clauses
- •Passive voice
- •Articles
- •Clauses
- •Reference words
- •Adjective
- •Inversion
- •Reported speech
- •Emphasis
- •First Conditional: real possibility
- •Infinitive
- •The modals table
- •Literature
Education and equality
PARA 1
In spite of the family's dwindling role in the education of the young, family background is still the most important factor in educational achievement today. As the authors of the Coleman report discovered, the variation in test scores among children in the same school is far greater than the range between average children at different schools. Numerous studies have documented the rule that the higher the family's social standing, the higher a child's level of education. Compared with the influence of different family backgrounds, the school itself appears to have little effect on how well students perform and how long they stay in school. The Coleman report found three aspects of family background to be especially important: the educational level of the parents, the family's income, and the interest the parents take in their children's education. By investigating these clues, perhaps we can discover why social class is of such overwhelming importance in education.
PARA 2
There is much evidence to show that the attitudes and values children bring to school outweigh those they learn in school. In Class and Conformity, for example, Melvin Kohn concluded that middle-class families tend to reward self-reliance and creativity, while most working- class families are more interested in obedience and respect . These middle-class values at home give strong support to academic achievement in school. Of course, success in school is not entirely limited to middle-class children. Everyone knows at least one child from a poor family who studied hard and became a doctor or lawyer. Joseph Kahl wondered whether or not these "achievers" had parents who had given them special encouragement. In a study of working- class parents whose sons were good students, Kahl discovered that these parents tended to be dissatisfied with their own jobs and anxious to have their sons do better than they had. They were more likely than other working-class parents to stress education as the means of getting ahead, and they took a strong interest in their sons' progress in school and rewarded them when they did well.
Clearly, working-class parents can do much to motivate their children to study and encourage them to strive for advanced degrees. Middle-class children, however, already live in an environment that encourages reading and other school-related activities; they use correct grammar and develop proper manners; and they play with children who share the same values and interests. Children who come from working- class backgrounds or who live in slum neighborhoods grow up in an environment that does not usually encourage getting good grades and going to college. Their parents must therefore expend much more effort, enforce much stricter discipline, and have much greater motivation themselves to give them the same kind of support for educational goals as a middle-class family in a middle-class neighborhood.
PARA 3
Although the number of students attending college has risen spectacularly, the opportunity to get a college education is not more evenly distributed than in the past. Wealthier families still send their children to better schools, and for longer periods, than poorer families. A study that followed the careers of 9000 Wisconsin high-school students established that high-school graduates who come from less affluent backgrounds are (1) less likely to enter college immediately after high school, (2) much less likely to go to prestigious colleges, (3) more likely to drop out of college, and (4) less likely to return to college if they do drop out. On average, upper-middle-class children receive four more years of schooling than lower-class children.
Obviously, wealthy families can afford to send their children to private schools and to support them while they go through college. In spite of the ideal of educational equality, children's social origins deeply affect the amount and the quality of the education they receive. Class variations in the environment at home, the parents' attitude toward learning, and the amount of money invested in education all make it considerably more likely that children from privileged backgrounds will do well in school and acquire the credentials they need to get a good job. Besides these economic resources, well-to-do parents provide their children with "symbolic capital," which can also bring them financial dividends. They introduce their sons and daughters to such cultural experiences as classical music, art museums, and the theater – all socializing institutions that can give them social advantages over the children of working-class parents. In short, the influence of social background is so strong that most children start adult life at about the same class level as their parents. However, the family is not entirely responsible for the perpetuation of class differences. The educational system itself also tends to give children unequal treatment.
PARA 4
Education is not a "great equalizer," the Coleman report paradoxically suggests, because the schools are homogeneous: they treat their students uniformly, or too equally. Future musicians are required to undergo the same training as future engineers; talented artists must study math in the same class as talented mathematicians. In other words, when unequal individuals are treated alike, people with special' interests and special disabilities are bound to be overlooked.
In recent years the school system has made a number of adjustments based on the principle that the equal treatment of unequals is unjust. The Head Start program, which trained preschool children in the skills they would need to do first-grade work, was perhaps the broadest effort to eliminate the handicap of being black, Hispanic, poor, or in other ways "culturally disadvantaged."
Changed Lives, the landmark study of Head Start programs, proved that early childhood education can have a lasting effect on students' achievement. The researchers followed two groups of black children from low-income families in Michigan, for nearly 20 years. They found that the group with preschool education had significantly higher rates of high-school graduation and employment and lower rates of arrest and teenage pregnancy than the group that had not participated in such programs. Even so, a report from the public schools in Montgomery County, Maryland, indicates that Head Start programs alone cannot solve the problems that many poor minority-group children have in school. In comparison with middle-class white students, children from preschool educational programs still tend to have more academic difficulties and to score lower on standard achievement tests. The educational system also tries to adjust to individual differences by providing bilingual instruction and by making special arrangements for deaf and crippled children. These efforts to deal with "exceptional" students treat only the more visible – and more publicized – tip of the iceberg of individual differences in ability and temperament. Because every child is exceptional in some way, the school's attempts to deal with unique individuals have so far been rather crude and ineffective.