- •Contents
- •Commentary
- •Speech Patterns
- •Phrases and Word-Combinations
- •Reading Comprehension Exercises
- •Vocabulary Exercises
- •1. Translate into Ukrainian paying special attention to the words from the essential vocabulary.
- •2. Complete the following sentences with the phrasal verb take in the correct tense and voice form.
- •3. Complete these sentences, using a phrasal verb carry in the correct tense and voice form.
- •4. Match the phrasal verb with its definition:
- •5. Translate into English paying special attention to the words from essential vocabulary.
- •Part 1. Higher Education in the us Topical Vocabulary
- •1. Agree or disagree with these statements. Use topical vocabulary while providing the grounds.
- •2. Read these basic facts about higher education in America and prepare to speak about the characteristic features of getting a degree in the us. Higher Education in America
- •5. Look through the ranking of world universities. How can you account for the fact that in the first 20 most of the universities are American? Academic Ranking of World Universities
- •6. Compare values and expectations in the field of education of the students in the us and Ukraine. Summarize the major issues covered in these texts. Education: Values and Expectations
- •International and Immigrant Students in the United States
- •8. Read the text “The Times I Called Home from College”and say when you call your parents. Comment on ridiculous occasions described in the story. The Times I Called Home from College
- •9. Familiarize yourself with this text and make up the list of things that are vital for being a good roommate. Learning How to Be Roommates
- •10. Put each of the following words or phrases into its correct place in the passage.
- •Selecting Courses
- •11. Put each of the following words into its correct place in the passage below.
- •Students
- •12. Put each of the following words into its correct place in the passage below.
- •Grading
- •13. Read the essay and do the tasks after it. My First Week at a College: a Time of Transition
- •14. Fill out the missing translation of the phrases.
- •15. Answer the following questions and do the tasks.
- •Listening 1
- •Listening 2 How to Get an a on Your Final Exam
- •Part 2. Higher Education in Great Britain Topical Vocabulary
- •1. Read the text “Education after School”and answer these fact finding questions. Questions
- •Education after School
- •2. Read the text “Education after School” again and answer the following questions:
- •3. Read the article about further education in Great Britain. Compare British system with the Ukrainian one. What are the differences between them? further education
- •Imperial College London
- •Institute of Cancer Research
- •Institute of Education
- •5. Render these texts into English and use this information for compiling your topic “Higher Education in Great Britain” Вища освіта Великої Британії
- •6. Translate into English using Topical Vocabulary.
- •Part 3. Higher Education in Ukraine Topical Vocabulary
- •Abbreviations
- •I. Overall description
- •1. Major characteristics of tertiary education in the country
- •2. Distribution of responsibilities
- •3. Governing bodies of the higher education institutions
- •4. Financing
- •5. Students' contributions and financial support
- •6. Licensing, quality assurance and accreditation of institutions and/or programmes
- •7. Admission
- •8. Organisation of the academic year
- •9. Curriculum content
- •10. Academic staff
- •11. Research activities
- •12. International cooperation
- •II. Current challenges and needs
- •1. Trends and challenges
- •1. Read the article by Jakub Parusinski and say:
- •Ukraine's Higher Education Institutions: Fighting Isolation
- •2. Render in English the chapter 3 of the Law “On Education” adopted in 2014. Use this information in your topic “Higher Education in Ukraine”
- •Post-viewing
- •Individually rank the characters from the film “Dead Poets’ Society” from the “best” character to the “worst”. Place a number 1 next to the person who you think is the best, etc.
- •In your group, decide what characteristics/actions made you feel the way you do about each character.
- •From “a time to kill”
- •Speech patterns
- •Phrases and Word Combinations
- •Essentialvocabulary
- •Reading comprehension exercises
- •9. Complete the following sentences with the phrases and word combinations from the text:
- •10. Make up two or three sentences of your own on each phrase and word combination from the text.
- •11. Finish the dialogue using the phrases and word combinations from the text:
- •13. Translate the following sentences into English using the phrases and word combinations from the text:
- •14. Answer the questions and do the given assignments.
- •15. Explain what is meant by:
- •3. Paraphrase the following sentences using the essential vocabulary:
- •4. Choose the right word:
- •5. Fill in the correct form of the phrasal verb:
- •6. A) Explain the difference between these pairs of adjectives:
- •Part I. Courts and Trials in the Usa Topical Vocabulary
- •The us Court System
- •The us Supreme Court
- •Trial Procedure
- •If a person commits a crime, certain actions are taken. Read these actions and put them in the correct order.
- •The American Bar Association
- •What us Lawyers Do
- •Stop Press
- •Methods of Death
- •Imagine that you are an on-line law counselor. Answer the questions given below.
- •Interview an American prisoner who is a repeater caught red-handed while hi-jacking a limo for his girl-friend. Use the slang given below to understand the answers of the offender.
- •Part II. Courts and Trials in the uk topical vocabulary
- •The British Court System
- •Maximum Sentences for Some Crimes
- •1. As you read the text a) look for the answers to these questions:
- •2. Study the following text. A) Explain the meaning of the underlined phrases. The Legal Profession
- •3.Complete the dialogue adding the necessary question or sentence and making it smooth and logical. Cross-examination
- •4. Each of the words in bold is in the wrong sentence. Write the correct word.
- •5. Complete the sentences using the correct form of the phrasal verbs in the box.
- •6. Study the list of crimes given below. A) Fill in the table grading each crime from 1 (not very serious) to3 (very serious).
- •7. Put each of the following words from the box into its correct place in the passage below. Each word may be used only once.
- •Scotland Yard
- •8. Match each punishment (1–10) with its description (a–j).
- •9. Choose the right answer.
- •10. Paraphrase the following sentences using the Topical Vocabulary “Courts and Trials in the uk”:
- •11. Translate the following passages into English using the Topical Vocabulary “Courts and Trials in the uk”:
- •13. Choose the word or phrase that best keeps the meaning of the original sentence if it is substituted for the word in bold.
- •14. Each of the words in bold is in the wrong form. Give the correct form.
- •15. A) Read the article and choose the best title. Discuss your choice with your groupmates.
- •16. Below is an interview with a judge on crime and punishment. The judge says why he gives help in some cases and punishment in others.
- •19. Read the story and say what crime was committed: a murder or suicide. If it’s a murder bring in a verdict and impose the sentence. Prove your point of view by the facts from the text.
- •20. Make a list of 10 books that you’ve read or films that you’ve seen concerned with any kind of crime. The example is given below:
- •22. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Part III. Courts and Trials in Ukraine topical vocabulary
- •The Ukrainian Court System
- •The Constitutional Court of Ukraine
- •Ukraine’s ‘top lawyers’ can be worth knowing
- •When you are away from home
- •Protecting your home
- •24. Render the article given below. Use the phrases for rendering (See supplement) Kyiv Post називає кращих українських юристів
- •25. Here are the answers given by an on-line law counselor. Write the possible questions that do for these answers.
- •26. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Part IV. Juvenile Delinquency topical vocabulary
- •What is Juvenile Delinquency and a Juvenile Delinquent?
- •Young Offenders in the uk
- •5. What happens when a juvenile is detained? He/she goes through different stages. Put these actions in the correct order. The first is done for you.
- •6. There is a famous English proverb “Spare the rod, spoil the child”. A) Say whether you believe that physical punishment of a child guarantees his/her becoming a law-abiding person.
- •The story of Marta
- •You’ve been Framed!
- •Death Sentences and Executions for Juvenile Crimes in the usa
- •Juvenile Hall Is No Place for Kids
- •A Visit to a Prison
- •Text From “chatterton”
- •Speech patterns
- •Phrases and word combinations
- •Essential vocabulary
- •1. Consult a dictionary and practise the pronunciation of the following words. Pay attention to the stress:
- •2. Substitute one of the speech patterns for the parts of the sentence in bold type.
- •3. Translate the following sentences into English using the speech patterns:
- •4. Make up two sentences of your own on each pattern.
- •5. Learn the words and expressions given after the test. Recall the situations from the text, in which they are used.
- •6. Fill in the spaces in the sentences below with a suitable word combination from the text:
- •7. Make up and practise a dialogue using the word combinations from the text.
- •8. Paraphrase the following sentences using the word combinations from the text:
- •9. Translate the following sentences into English using the word combinations from the text:
- •10. Explain what is meant by:
- •11. Answer the questions and do the given assignment:
- •12. Give a summary of the text dividing it into several logical parts.
- •3. Give the English equivalents for:
- •4. Paraphrase the following sentences using the essential vocabulary:
- •5. Answer the following questions. Use the essential vocabulary:
- •6. Fill in the blanks with prepositions and postlogues:
- •7. Choose the right word:
- •8. Review the essential vocabulary and translate the following sentences into English:
- •9. A) Find the Ukrainian equivalents for the following English proverbs:
- •10. Go through the ‘book’ idiom. Read the story given below which illustrates this idiom and write a story of your own. Have you seen this Book?
- •Books and reading
- •Topical vocabulary
- •Some Books Are to Be Tasted, Others to Be Swallowed, and Some Few to Be Chewed and Digested
- •4. Use the following words and word combinations to comment on your preferences as a reader:
- •5. Pick out a one-page extract in your favourite book written in Ukrainian. Translate it into English trying to observe its style.
- •6. Figure out the book genre from its definition and give some names of the writers as examples:
- •8. Fill in the first column with the titles of books you think match the given description. Share your opinions with other students.
- •9. Complete the review with the words in the box:
- •10. Translate the following into English:
- •12. A) Explain the difference between:
- •13. Which of the verbs in the box can you use about books and magazines? Cross out the ones you can’t use. Use them in natural context.
- •14. Work in pairs. Guess whether statements are true (t) or false (f) for your partner.
- •15. Put each of the following words from the box into its correct place in the passage below. There is one word extra.
- •Character Study
- •18. Read the text and answer the questions. The Story of Fiction Literature
- •The Printed Word
- •The Novel
- •A Modern Industry
- •19. Answer the following questions:
- •21. Translate the following article into English. Check yourself on these terms. З чого складається книжка?
- •23. Get ready to speak about an important library, its history and facilities.
- •24. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Writer and society topical vocabulary
- •Writer and society
- •2.Match a and b
- •5. What do you think a ghostwriter is? Choose a definition:
- •7. Work in small groups. Read the following quotes about literature. Express you own opinions and attitudes. Compare your ideas as a group.
- •The Writer’s Role in Society Nicholas Conley on May 9, 2013
- •18. Do the search on types of literary awards. Present it in class. Compare them. Fill in a table:
- •From: "the passionate year"
- •Commentary
- •Speech patterns
- •1. Paraphrase the following sentences using Speech Patterns:
- •2. Pay attention to the following word combinations and make up 3 sentences of your own with each of them:
- •Phrases and Word Combinations
- •Reading comprehension exercises
- •4. Find in the text equivalents to the following definitions. Restore the situations these words and word combinations were used in:
- •5. Find equivalents to the following word combinations in the text. Use them in the sentences of your own:
- •6. Translate the following word combinations into English.
- •7. Act out a dialogue:
- •9. Retell the text a) close to the text; b) as if you were one of the teachers at Lavery's; c) as if you were one of the students at this school.
- •10. Write a summary to the text.
- •Essential vocabulary
- •Vocabulary exercises
- •1. Study the essential vocabulary and translate the illustrative examples into Ukrainian.
- •2. Complete the following sentences: eloquent – delegate – efficient – efficiency
- •Delegate – efficiency – envy – enviable – contrite – instance – reminiscent – oblige – obligated
- •Envy - efficiency - delegate - eloquent - eloquence - contrition - instance - reminisce – oblige
- •3. Continue the following sentences with your own ideas:
- •4. Each of the words in bold is in the wrong sentence. Write the correct words on the lines.
- •5. Choose the correct word.
- •6. Choose the right word:
- •Envious or jealous
- •Oblige(d) or obligate(d)
- •7. Translate the sentences into English using essential vocabulary:
- •Part I. What makes a good teacher? Topical vocabulary
- •1. Read the text and make a list of qualities of a good foreign language teacher. Be ready to present them in class. What makes a good foreign language teacher?
- •2. Pair work. Discuss with your partner the following questions:
- •5. Group work. Discuss with your partner the following questions:
- •8. Read the following text and answer the questions to it.
- •The Role of a Teacher
- •Role in School
- •Role in Society
- •9. Below you will find a short synopsis to a book on effective teaching. Choose the correct variant and then discuss some of the issues of this synopsis:
- •11. Read the following article on Teaching Plans and answer the questions.
- •Types of teaching plans
- •12. Make use of these word combinations to describe each of the teaching plan types.
- •13. Complete the texts with words from the box:
- •14. Complete the article with the words from the list:
- •Some Important Teaching Factors
- •15. Read the text again and discuss the following issues:
- •Part II. Teaching practice Topical vocabulary
- •1. Read the following dialogues. A) Explain the meaning of the underlined words and word combinations. B) Answer the questions.
- •2. Act out one of the dialogues. Suggest your continuation to any of the illustrated dialogues.
- •3. Describe each stage of your teaching practice using the following vocabulary.
- •3) Meeting the class/ subject teacher/ class mistress:
- •6) The results of the work:
- •4. Dwell on your teaching practice answering the question.
- •5. Say which of the following presented difficulties or was easy as a pie during your teaching practice.
- •6. Remember your first lesson and describe how you prepared to it, how it went and how you felt before and after it. Use topical vocabulary.
- •7. Look at the comparative chart and compare good/bad teaching styles
- •8. Write a letter to your favourite teacher filled with reminiscences about his/her wonderful lessons and gratitude for his excellent teaching. Use vocabulary from the tables.
- •9. Read the information and say which of the teaching styles do you think are most challenging, effective, time-consuming or exhaustive? Why?
- •11. Look at tree types of teaching methods and say which you used at your teaching practice.
- •13. Which of the following seating arrangements in the class do you find most popular in your school? Why?
- •From “a marriage of convenience”
- •Speech patterns
- •Phrases and word combinations
- •Essential vocabulary
- •Relaxation n a way of resting and enjoying yourself, e.G. I play the piano for relaxation. Meditation allows you to enter a state of deep relaxation.
- •Pass n 1) document an official piece of paper which shows that you are allowed to enter a building or travel on something without paying, e.G. The guard checked our passes.
- •Present something to somebody/something, e.G. The computer centre presented a cheque for £500 to cancer research.
- •Hold off ph V to delay doing something, e.G. Buyers have been holding off until the price falls.
- •Break a habit to stop doing something that you do regularly, especially something that you should not do, e.G. A new drug which helps smokers to break their habit.
- •Reading comprehension exercises
- •1. Consult the dictionary and practise the pronunciation of the following words:
- •3. Translate the following word combinations into English:
- •4. Make up five sentences on each speech pattern.
- •5. Make up and act out a dialogue using speech patterns.
- •6. Find in the text words similar in meaning to the following:
- •7. Explain in other words the following phrases.
- •8. Find in the text English equivalents for the following Ukrainian words and phrases.
- •9. Recount the situations with the following:
- •10. Insert missing prepositions or postpositions where necessary:
- •11. Paraphrase the following using essential vocabulary:
- •12. Translate the sentences into Ukrainian using the vocabulary of the text.
- •13. Answer the following questions:
- •14. Work in pairs. Make up and act out dialogues using phrases and word combinations from the text:
- •15. Work in pairs. Discuss the following points using text vocabulary:
- •16. Express your opinion about the following statements used in the text:
- •Vocabulary exercises
- •1. Study the essential vocabulary. Give the Ukrainian equivalents for every unit.
- •2. Paraphrase the following sentences using the essential vocabulary:
- •3. Translate words and phrases into English using essential vocabulary:
- •4. Translate the following sentences into English using essential vocabulary:
- •5. Make up and dramatize dialogues with essential vocabulary discussing:
- •Conversation and discussion family values
- •1. Read the definitions of the word “value”, choose the one you like and give your reasons.
- •2. This activity will help you learn types of values and identify your own ones.
- •Sources of values
- •Values versus Facts:
- •Values and Behaviors:
- •Values can change over a life-time as your experiences change your view.
- •Types of Values
- •4. Now that you identified your values read more about them. Feel free to add your own information.
- •5. Now that you learned how values are manifested complete the worksheet.
- •6. Read the text about family types and traditions in the usa and single out values of American families. Family: Types and Traditions
- •7. Read the text once again and prepare to speak about American families using words and phrases from the text:
- •8. Make up dialogues about typical features of Ukrainian family with the American one.
- •Changing American Families
- •History of the American Family
- •10 Tips for Preventing Divorce or Reconnecting with a Separated Spouse
- •13. Render the article into English.
- •Family life
- •1. Study topical vocabulary.
- •2. Study information about the traditions of the American wedding. Say whether they differ greatly from the Ukrainian ones. Answer the questions:
- •American Wedding
- •3. What are the characteristics of a wife/husband and a mother-in-law?
- •4. Agree or disagree with these statements. Use topical vocabulary while providing the grounds.
- •Domestic chores
- •1. Study topical vocabulary.
- •2. Look at the photo and read the title and first paragraph of the text. A woman's work is never done
- •2. 1. Read the text and check your predictions. A woman's work is never done
- •2.3. Work in pairs and discuss the following.
- •Household duties
- •Observations
- •3.1. Discuss with your partner and share key points with the group.
- •3. Work in small groups. Discuss the questions. Share your ideas in class.
- •Listening Birth Order
- •4. Look at the picture and read the sayings about sibling. Say whether you share the same opinion.
- •Part III. Generation Gap
- •1. Study topical vocabulary
- •2. Read the text and give the definition of “generation gap” using topical vocabulary Generation zzz
- •3. Read the text once again and paraphrase the following expressions using synonyms from the text:
- •5. Explain what is meant by:
- •6. Develop your fluency answering the questions:
- •9. Complete the sentences using one of the words from the table above.
- •10. Describe to your partner what your parents were like when you were a child. Give reasons for their behavior. Make use of the words from the table below.
- •11. Name at least two or three situations that cause you feel the emotions listed below. Continue the list.
- •14.1. Match two columns:
- •14.2. Find equivalents of the following phrases in the text:
- •14.3. Explain what is meant by:
- •14.4. Give English equivalents of the following phrases:
- •15. Phrasal verbs with go. Match the phrasal verbs in list a with their meaning in list b.
- •16. Complete the sentences using the correct form of the verbs from list a above.
- •17. Pair work. You and your friend are discussing the following question: Whom do you come to for help and support during tough times? Complete the dialogue using the words from the text above.
- •19. Read the following statements and say which of them characterize the relationships with your parents best of all.
- •21. Make a list of tips for teenagers how to come to agreement with their parents.
- •22. Pair work. Make up dialogues that could take place and dramatize them in class:
- •23. Render the article into English
- •Family violence
- •Rhia's Domestic Violence Story
- •2. Study the current crime victimization survey and say who is primarily exposed to violence and what crimes prevail in these statistics?
- •3. Sum up the info about types of family abuse and answer the questions.
- •4. Read the information about causes of abuse. Root Causes of Domestic Violence
- •5. Look at the picture demonstrating the vicious circle of family abuse. Discuss with your partner the chain of actions that keep violence happening. Share your key points with the class.
- •6. Study the info about myths of family violence. Match myths with their refutations.
- •Domestic violence and children
- •Domestic violence has an impact on children
- •2. Render the articles into English:
- •From "a news story"
- •Commentary
- •Speech patterns
- •Phrases and Word Combinations
- •Essential vocabulary
- •4) A method or plan; a course of action, e.G. Don't change anything, I like it that way.
- •Reading comprehension exercises
- •1. A) Consult a dictionary and transcribe the following words from the text. Practise their pronunciation paying attention to stresses:
- •2. Practise the pronunciation of the following polysyllabic words paying attention to the principal and secondary stresses:
- •3. Read out the following observing all the phonetic phenomena of connected speech (assimilation, lateral and nasal plosions, the loss of plosion, the linking “r”).
- •4. Translate the following sentences into English using the speech patterns:
- •5.Make up two sentences of your own on each speech pattern.
- •6. Make up and act out in front of the class a dialogue using the speech patterns.
- •7. Study the sentences containing the phrases and word combinations and translate them into Ukrainian.
- •8. Paraphrase the following sentences. Use the phrases and word combinations:
- •10. Make up a sentence of your own with phrases and word combinations trom the text.
- •11. Make up and practise a dialogue using the phrases and word combinations.
- •12. Translate the following sentences into English. Use the phrases and word combinations:
- •13. Make up and act out a situation using the phrases and word combination (Pair work).
- •14. Explain what is meant by:
- •15. Answer the questions and do these assignments:
- •16. Retell the text as if you were one of the characters:
- •3. Give the English equivalents for the following phrases:
- •4. A) Give the Ukrainian equivalents for:
- •5. Replace each of the italicized words in the sentences below with a phrasal verb, making sure that it fits grammatically into the sentence.
- •6. Choose the right equivalent of the following way idioms:
- •7. Review the essential vocabulary and translate the following sentences into English:
- •8. Explaine in English the meaning of the proverbs. Give their Ukrainian equivalents. Make up a dialogue to illustrate them.
- •1. There's no such thing as a free lunch. 2. To err is human.3. Where there is a will there is a way. 4. All good things must come to an end television topical vocabulary
- •1. Read the text and define the main idea.
- •Is Television a Blessing or a Curse and a Time Waster?
- •2. Use the topical vocabulary in answering the following questions:
- •3.Do library research and prepare a presentation “The History of Television.”
- •4. Learn the meaning of the following words and phrases from the Glossary and insert them into the text:
- •5. Read the essay written by Joshua Becker about glamorization of different things on tv. Describe something what you would like to glamorize, create a strategy of your goal achievement.
- •6. Translate into English.
- •7. Read the quotations about tlevision, choose one to your liking and illustrate it with a short story.
- •10. Read the information given below about negative effect of news consumption. Summarise this article and give your own examples to prove it. News is bad for you
- •11. Analyze the possibility to overcome the couch potato syndrome by using the following instructions. Dwell on the most effective ones.
- •17 Ways to Beat Your Television Addiction
- •12. Choose the right answer.
- •Internet & Computer Addiction. Signs, Symptoms, and Treatment
- •14. For each sentence, choose the best word or phrase to complete the gap from the choices below.
- •15. Write a newspaper article on one of these topics:
- •16. Write a television news report. Describe the place where you are reporting. Name the person you are going to speak about and make up the quotes she/he would use while speaking to you.
- •Imagine that you are a television reporter. You are interviewing:
- •Supplements
- •Education-Related Terms
- •World Reputation Rankings 2014 by university
- •The Bologna Process
- •Participation in eu programmes
- •1. Tempus
- •2. Impact of the Tempus Programme
- •2. Erasmus Mundus
- •Institutions participating in the programme up to and including 2011
- •Persuasion
- •Some means that can be useful in persuading others
- •Agreement and Disagreement
- •Attack and Response
- •Expressions to Be Used While Doing Rendering
- •Glossary Literature
- •Literature genres
- •Anatomy of a Book: form
- •Anatomy of a Book: contents
- •The Advantages
- •The disadvantages
- •Grimms’ Fairy Tales
- •Ellie Levenson: Fairy tales prepare children for reality Parents can't stop their children from hearing disturbing stories
- •Philip Pullman: ‘Loosening the chains of the imagination’
- •Reading with child 'highlight of the day for parents'
- •Teenagers Nowadays Do Not Like to Read Books. By EdmundL1 | September 2011
- •Conversational Formulas (Cliches)
- •Quotations on reading
- •Book Review
- •Book Review (sample) To Kill a Mockingbird by Harper Lee
- •Top 100 best books
- •The Artist and Time
- •Gabriel García Márquez
- •Прощальное письмо (Габриэль Гарсиа Маркес)
- •Types of Literary Awards
- •Qualities of a good teacher
- •Lesson structure & momentum
- •1) Read the text below.
- •2) Accomplish the test after the text. The Status of British Teachers
- •3) Find in the text equivalents to the following:
- •4) Choose the correct statement from the following:
- •Corrective feedback d creases future errors
- •Preparing to read
- •The class teacher
- •What makes a great teacher?
- •The Creation of the Teacher a Modern Tale
- •2. Translate the passages using the topical vocabulary.
- •Advancing into Adulthood and Society
- •1. Paraphrase the following expressions using their synonyms from the text:
- •4. Make up a dialogue discussing what you have done this week to develop your character.
- •5. Match two columns:
- •6. Read the extract from the article about young people in Japan. Find the answers to these questions: Who are the shinjinrui? What are their attitudes?
- •7. Go back through the text and find words and expressions to do with the young and the old. Complete the comparative chart given below.
- •Parenting Teens
- •1. Answer the following questions
- •7. Read and learn the poem by w. Shakespeare
- •Brief History of Television (tv)
- •The Power of Television What’s Left After Violence and Advertising?
- •Commentary
- •Why Should We Take Computer Addiction Seriously?
- •References
The Writer’s Role in Society Nicholas Conley on May 9, 2013
For writers, self-doubt is something we’re all too familiar with. It’s unavoidable, really. Whereas most careers are built on concrete evidence and a clear end goal for each day, writers usually operate from a sort of murky, hazy subconscious desire. Our goals are driven by a mysterious voice that sometimes chooses to speak to us…and sometimes doesn’t.
Really, it makes sense. After all, a professional fiction writer is someone who gets paid to make stuff up. It’s a thoroughly exhausting job that takes a long, long time, and usually offers the writer very little financial reward. Writers aren’t writers because we desire worldwide fame and lucrative amounts of money; we’re writers because we’re passionate about writing, and because we have something we want to say to the world.
So, let’s ask the obvious question. In a world full of such varied and highly essential careers as doctors, nurses, architects and police officers, why is writing fiction still important?
Put bluntly, what is the writer’s role in society?
This question goes beyond the simple entertainment value of a good story. It also goes beyond the symbiotic relationship that’s experienced between a writer and his/her reader. Not that this symbiosis is unimportant – in fact, for the writer and the reader themselves, that relationship is probably the most important thing – but it’s not what we’re discussing here. No, our focus here is on what the writer’s role to society is. What does the writer bring to the world that no one else can?
My answer is this: writers and storytellers are the individuals who have designated themselves with the daunting task of recreating the time, place and characters of whatever era they live in. I feel that this is especially the case when it comes to fiction; while an encyclopedia entry about the 1990s might fill in the details, it doesn’t paint a picture. A novel written during the 1990s, on the other hand, can definitively show the flavor of the time, the voices that were most important, and the subconscious fears that drove that generation’s actions. The different fiction genres each demonstrate a unique facet of the writer’s society. A horror writer will memorialize the discomforts of his era. A science fiction writer will demonstrate that era’s views on technology. A literary writer, of course, will display what everyday life was really like.
By writing a novel, the writer acts to keep his/her era alive for future generations, so that our children and grandchildren can understand who we really were, and what we stood for.
But there’s more to it than that – much more. By nature, writers are teachers. Again, writers write because they have something to say to the world; they have a lesson to teach, a lesson so important to them – be it for moral, intellectual, idealistic or cynical reasons – that they’ve sculpted an entire story for the sheer purpose of teaching that lesson. To demonstrate this point, a few examples are listed below:
“Frankenstein”, by Mary Shelley, is the first novel to question the idea of creating life through scientific means. While Shelley’s concepts have been used in millions of subsequent stories – from movies such as Splice to novels like Galatea 2.2 – Frankenstein was the first novel of its kind. The moral questions that Frankenstein ponders are troubling, so troubling that we continue to ask these same questions today. As we, the readers, become absorbed in the story of Victor Frankenstein’s rise and fall – and then, as we find our sympathies slowly drifting toward the murderous creature – we are forced to realize that the act of creation is never the end of a process. Once you have created life – creation of life being the ultimate, divine task – you have the responsibility to care for that life, and by not doing so you become responsible for whatever that thing you’ve created turns into.
“Broom of the System”, by David Foster Wallace, teaches us about the way that we use words and language to frame our society and our actions. The novel questions the notion of free will, while demonstrating how one can use words to dominate other people; Wallace shows how well-constructed words can enslave one person to another person’s ideas, no matter how irrational those ideas may be. Are we real people, or simply linguistic constructs – characters in someone’s novel? Is there a difference between the two, really? This is the question that Wallace’s protagonist, Lenore Beadsman, must ask herself. As the readers of her story, we are forced to ask ourselves the same question, forcing us to learn more about ourselves in a way we would never dare to outside of the constructs of a fictional story.
George Orwell’s 1984, the ultimate dystopian masterpiece, is a story that has radically changed the way we think about the government and our society. Yes, words like “newspeak” and “groupthink” have become part of our lexicon. But more importantly, what Orwell’s terrifying vision gave us was a terrible awareness of humanity’s own ability to crush itself.
“Flowers for Algernon” by Daniel Keyes shows us that under the wrong conditions, knowledge can be a dangerous thing. Through an experimental scientific procedure, the mentally retarded Charlie Gordon is transformed from a blissfully unaware bakery worker with an IQ of 68 into a cunning genius, and the result of this new intelligence is gut-wrenching pain and isolation. In a society so driven by the pursuit of knowledge and interpersonal connections, Keyes makes us reconsider notions that we previously thought of as unspoken truths.
Questions. Plot. Characters. Moral. Story. Style. All of these things are tools within the writer’s cabinet, used – often subconsciously – to craft his or her statement about the world, and to reach the minds of others. We write for ourselves, yes. But more importantly, we write so that our voices will be heard by those who desire our message.
So, with all that said…time for a news flash. I’ve finally completed work on the manuscript for my second novel!
Now, of course, this doesn’t mean I’m out of the woods – not quite yet. While the exhausting first part of the process is now complete – and by first part, I mean writing and editing the whole thing – this only means that it’s now time to, you know, get the novel out there. Publication is a very lengthy, detailed process, so it’ll be some time before any future updates on that front. But as soon as news is available, I’ll definitely make sure to keep you guys updated!
Anyway, I’ll tell you one thing; I’m definitely very, very excited. While writing my first novel, “The Cage Legacy”, was certainly a heartwrenching experience – an experience that took many years, as detailed in my post “Why I wrote The Cage Legacy” – I can honestly say that the hard work that went into writing novel №2 has actually managed to surpass that of the first. The creation of this new novel has been, by far, the most challenging, ambitious and emotionally-draining writing experience I’ve ever had, and I’m incredibly proud of what it’s finally become. I can’t wait to share it with you guys.
Translate the following sentences using active vocabulary:
1. Література – найбільш точне відображення суспільства, яке її створило, вона відображає гіркоту та розчарування багатьох поколінь та їх духовні цінності. 2. Письменники протистояли існуючому режиму, тому що чітко розуміли, що вони відповідають за соціальне і культурне відродження нації. 3. Відображаючи у своїх творах соціальні реалії світу, письменники песним чином несуть відповідальність за майбутнє покоління та його виховання. 4. Влада намагалася зруйнувати відчуття національної величі та гордості, але більшість письменників були патріотами і завжди чинили опір владі. 5. Часто письменники, які були жертвами режиму, зникали на певний час з культурного горизонту, щоб не бути закатованими до смерті. 6. Такі письменники як М. Хвильовий та І. Багряний протистояли ідеології і тому були жорстоко покарані за національні ідеї. 7. У часи репресії українська нація була позбавлена своїх культурних орієнтирів, адже багато видатних поетів та письменників були замучені до смерті. 8. За розповсюдження заборонених книг він був репресований та висланий до Сибіру. 9. Своїм романом «Тигролови» І. Багряний забезпечив собі репутацію романіста і схвально сприймався однодумцями, але урядова цензура жорстоко душила його творчість і забороняла публікацію книги. 10. Кожна епоха має своїх героїв, які, не дивлячись на знищення поезії та поетів, письменників та мистецтва, протистоять існуючому режимові і дають суспільству поштовх до боротьби.
Render the article given below about a popular Ukrainian children’s writer. Use the phrases for rendering from Supplement 3.
Firstly render his biography:
Долі деяких людей нерозривно йдуть з долею самої України. Саме таким стало і життя Всеволода Зіновійовича Нестайка (30 січня 1930 – 17 серпня 2014 року). Адже неможливо уявити сучасної дитячої літератури без його влучного слова. «Радість, не поділена з другом, — це не радість, навіть не піврадості, а якась погана четвертинка, мізерія якась..» писав у своїх знаменитих «Тореадорах з Васюківки» Всеволод Зіновійович. Дорослий, серйозний - у образах своїх героїв на сторінках власних книжок він бешкетував, переживав у них те, чого не довелося в дитинстві відчути самому – грався, сміявся, веселився.
Його почуття гумору надихнуло, змінило не одне покоління українців і, певен, справжні перлини літератури – його книжки – завжди знайдуть своїх нових вдячних юних читачів-«тореадорів».
Всеволод Зіновійович Нестайко народився 30 січня 1930 року в місті Бердичеві. У 30-тих роках, втративши батька, який в 20-і роки був у "січових стрільцях", майбутній письменник разом із мамою переїхав до Києва. У 1947 році Нестайко вступив на слов'янське відділення філологічного факультету Київського університету.
Нестайко працював у редакціях журналів "Дніпро", "Барвінок", у видавництві "Молодь". З 1956 до 1987 року завідував редакцією у видавництві "Веселка".
Перші оповідання для дітей Всеволод Нестайко почав друкувати в журналах "Барвінок" і "Піонерія". Перша книга "Шурка и Шурко" побачила світ у 1956 році. Він видав близько 30 книжок оповідань, казок, повістей і п'єс ("В Країні Сонячних Зайчиків" (1959), "Супутник ліра-3" (1960), "Космо-Натка" (1963), "Робінзон Кукурузо" (1964), "Тореадори з Васюківки" (1973), "Одиниця з обманом" (1976), "Незвичайні пригоди в Лісовій школі" (1981), "Загадка старого клоуна" (1982), "П'ятірка з хвостиком" (1985), "Незнайомка з Країни Сонячних Зайчиків" (1988), "Слідство триває", "Таємничий голос за спиною" (1990), "Неймовірні детективи"(1995) і т.д.).
Книги Нестайка перекладені на 20 мов, у тому числі англійську, німецьку, французьку, іспанську, російську, арабську, бенгалі, угорську, румунську, болгарську, словацьку. За його творами знімалися фільми, які отримали міжнародне визнання. Телефільм "Тореадори з Васюківки" одержав на міжнародному фестивалі в Мюнхені Гран-прі (1968), на Міжнародному фестивалі в Александрії (Австралія) – головну премію (1969). Кінофільм "Одиниця з обманом" премійовано на Всесоюзному кінофестивалі в Києві (1984) та відзначено спеціальним призом на кінофестивалі в Габрово (Болгарія, 1985).
Всеволод Нестайко – лауреат літературної премії ім. Лесі Українки (за повість-казку "Незвичайні пригоди в Лісовій школі"), премії ім. Миколи Трублаїні (за повість-казку "Незнайомка з Країни Сонячних Зайчиків"), премії ім. Олександра Копиленка (за казку "Пригоди їжачка Колька Колючки та Його вірного друга і однокласника зайчика Косі Вуханя"). У 1979 році рішенням Міжнародної ради з дитячої та юнацької літератури трилогія "Тореадори з Васюківки" внесена до Особливого Почесного списку Г. Х. Андес як один із найвидатніших творів сучасної дитячої літератури.
Secondly render the online-interview of Vsevolod Nestajko with his admirers:
Ярина: Всеволоде Зиновійовичу, які, по-вашому, є теми-табу в дитячій літературі?
Всеволод Нестайко: Я вважаю, що у дитячій українській літературі в сучасній Україні в часи соціальних та економічних землетрусів, коли збиваються моральні орієнтири, найважливіше завдання – зберегти основні гуманістичні засади. Дитячий письменник повинен берегти психіку дітей від негативу. Тому не треба, щоб малолітні наркомани чи злочинці виступали в ролі нібито героїв творів. Звичайно, література для дітей повинна показувати справжнє життя, але вкрай важливо, щоб у книжках створювалася атмосфера доброзичливості, віри у перемогу добра над злом.
У своїх книжках я саме так намагався показувати одночасно просте й складне життя дітей, з їхніми радощами і прикрощами, розказувати про прекрасну дитячу дружбу, спонукаючи їх до самовиховання, допомагати їм знайти дорогу до здійснення своїх мрій.
Ніка: У всіх Ваших творах настільки надзвичайно добрий і світлий гумор. Скажіть, а для Вас наскільки важливе почуття гумору людини? Дякую.
Всеволод Нестайко: Я високо ціную справжній гумор у житті та літературі. Люблю все веселе і дотепне – така у мене вдача.
Inga: Доброго дня, Всеволоде Зиновійовичу. Про що Ви мріяли у дитинистві? І чи здійснилися якісь із Ваших дитячих мрій? До речі, чи хотіли бути письменником?
Всеволод Нестайко: Мріяв стати капітаном. Але не став з різних причин. До того ж, виявилося що я дальтонік. Про письменницьку працю в дитинстві не думав.
Inga: Як Вам писалося у радянські роки, коли була тодішня цензура? Чи тоді знаходили до чого прискіпатися в творах для дітей?
Всеволод Нестайко: Писалося важкувато, як і багатьом письменникам. Особливо дісталося моїй трилогії "Тореадори з Васюківки", яка вийшла у 1973 році. Незважаючи на те, що у 1979 році Міжнародна з дитячої та юнацької літератури ІВВ-Y внесла "Тореадорів з Васюківки" в Особливий Почесний список Г.-Х. Андерсена "як один з видатних творів сучасної дитячої літератури", з боку деяких діячів та організацій від літератури була розгорнута нищівна критика твору як антирадянського, навіть із листами-зверненнями до ЦК КПУ.
Inga: Чи була у Вас така людина, на якій Ви "випробували" свої казки, перш ніж нести у видавництво та друкувати? Тобто хто Ваш перший критик, до чиїх зауважень та порад завжди дослухалися? Дякую за відповіді. Міцного здоров'я Вам!
Всеволод Нестайко: У моєї першої казкової повісті "В Країні Сонячних Зайчиків" було три редакції до її публікації. Читачем і першим критиком була моя дружина, філолог за освіта. Вона ж була і першим читачем і критиком моєї останньої казки "Дивовижні пригоди незвичайної Принцеси".
Тарас: Які улюблені автори та твори були у Вас у дитинстві?
Всеволод Нестайко: У дитинстві я багато читав. Свої перші дитячі сльози над художнім твором я пролив, коли мені чотирирічному мама, вчителька російської мови та літератури, прочитала оповідання "Ванька Жуков" А. Чехова. Мабуть, тоді зародилася і вже життя супроводжує мене моя любов до Чехова.
У перших класах до моїх рук потрапило прекрасне видання "Лісової пісні" Лесі Українки. Його подарували у школі моїй сестрі. Досі згадую, як я потай розкривав її, перегортав сторінки з ілюстраціями художника Їжакевича і поринав у чарівний світ поезії і казки Лесі Українки. Ця книжка і досі зберігається у мене. Чи міг я тоді знати, що колись почну писати для дітей і все життя буду вчитися у Лесі Українки мужності, стійкості і оптимізму, та навіть колись одержу премію імені Лесі Українки?
Тоді ж я вперше прочитав "Кобзар" Шевченка. Він був у нас вдома. Прочитав від першої до останньої сторінки. Звичайно, зрозумів далеко не все. А от перше враження залишилося на все життя. Особливо чомусь запали в душу "Гайдамаки" своїм кипінням пристрастей, буянням гніву, ненависті, жагучим бажанням свободи.
В наступних класах я перечитав майже всю основну класику дитячої та юнацької літератури: Сетон Томпсона, Майн Ріда, Джека Лондона, Жуля Верна та інших. І, звичайно, Марка Твена його "Пригоди Тома Сойера". На мій погляд, із цієї книжки починається вся світова дитяча література. Це було прекрасне захоплююче читання.
А з російських класиків на мене ще тоді справив Гоголь. Я познайомився з його творами ще до того, як "проходив" їх по шкільній програмі. "Вечори на хуторі поблизу Диканьки", "Миргород", і навіть "Ревізор" та "Мертві душі"… Ніколи не забуду мого враження від чуда мистецтва Гоголя, моєї читацької насолоди, мого звичайного, ще дитячого проникнення в світ фантазії Гоголя. Гоголь запав мені в душу на все життя. Сучасні критики навіть неодноразово відзначали його вплив на мене як письменника.
Я багато читав творів українських радянських письменників: Копиленка, Донченка, тощо.
а) Read the extracts from “The Summing up” by W.S. Maugham and say why W.S. Maugham decided to become a writer.
I did not want to be a doctor, I did not want to be anything but a writer… . When I began to write I did so as though it were the most natural thing in the world. I took to it as a duck takes to water. I have never quite got over astonishment at being a writer; there seems no reason for my having become one except an irresistible inclination, and I do not see why such an inclination should have arisen in me. For well over a hundred years my family has practiced law.
* * *
I cannot bring myself to judge my fellows; I am content to observe them. My observation has led me to believe that, all in all, there is not so much difference between the good and the bad as the moralists would have us believe… There is not much to choose between men. They are all a hotch-potch of greatness and littleness, of virtue and vice, of nobility and baseness…, selfishness and kindness, idealism and sensuality, vanity, shyness, disinterestedness, courage, laziness, nervousness, obstinacy and diffidence; they can all exist in a single person and form a plausible harmony.
* * *
I do not seek to persuade anybody, I am devoid of the pedagogic instinct and when I know a thing I never feel in myself the desire to impart it to others. I do not much care if people agree with me… . Nor does it greatly disturb me to discover that my judgment is at variance with that of the majority.
Explain the meaning of the following statements: “There is not so much difference between the good and the bad.” “There is not much to choose between men.” Express your agreement or disagreement. Give arguments for your viewpoint.
Say if W.S. Maugham may be considered a) a great imaginative and amazing writer; b) very popular in this country; c) if he is easy to read; d) if he portrays his characters convincingly.
Group discussion. Brainstorm the ideas on “What makes a good writer”. Say if a writer needs some pedagogic instinct / if he must impart his knowledge to other people or not.
Prompts:
A deep and genuine interest in people, people of every type everywhere; open-mindedness, sympathy towards people; an inquiring mind; a sense of humour; a gift of observation; the ability to write clearly in whatever language it is one writes in…
Do you agree with the following saying by Mark Twain: "A classic is something that everybody wants to have read and nobody wants to read"? Study a list of top 100 best books from Supplement 3. Can you point out a few important names that failed to make it into the top 100 list? Discuss it in groups and compile a list of your own “Favourite Books of the Century.”
Translate Into English. Discuss the problem of the generation gap tackled by the writer:
Твори Селінджера наслідують давню американську культурну традицію, що виявляє невідповідність дійсності демократичним ідеалам, протиріччя між матеріальним прогресом і духовним зубожінням особистості. Безкомпромісне ставлення до оточуючого світу поєднується у Селінджера з пошуком справжніх цінностей, на основі яких можна будувати достойне життя.
Роман «Над прірвою у житі» відкидав конформізм, споживацький спосіб життя. Підліток Холден Колфілд гостро відчуває розлад між існуючим і бажаним у суспільстві, в школі, в сімейних відносинах – у всьому огидному, наскрізь фальшивому світі дорослих. Роман відобразив настрої, які письменник і соціолог П. Гудмен назвав феноменом суспільної незрілості тієї частини молоді, яка «не хотіла дорослішати, тому що суспільство позбавлене «достойної мети».
Але письменник не замкнувся у самодостатньому негативізмі. Суспільство здається Холдену ворожим тому, що не дозволяв бути безкорисливим, робити добро. Неможливість поєднати бажане з існуючим викликає у Холдена відчай.
Тим більше, що Селінджер акцентує інфантильність героя, не є даниною літературній моді. Це робиться автором свідомо. Вади світу особливо помітні, якщо дивитись «чистим» поглядом із «країни дитинства» /А.Д. Сен-Екзюпері/. Саме чесність і свіжість погляду, а також постійне Холденівське перебування у «ситуації бунту», надавало твору гострої актуальності і сприймались багатьма американцями як осуд конформізму і філософії матеріального успіху.
Helping words:
uncompromising attitude, disapproval, discrepancy (between), incongruous (with), to confine oneself to, consumerism, conformism, spiritual values, to degrade spiritually, a sociologist, challenge, a rebel, to rebel, social vices, lofty ideas, no good causes left.
Expand on the following and add more writers to those mentioned here, indicating what is in the focus of their attention.
Writers like George Eliot, were explorers and describers of the human soul. Thackeray was a caustic critic of the human vanities foibles. Dickens was an uncompromising critic, he attacked the abuses of the society.
H. Wells, A. Bennet, J. Galsworthy, J. Conrad were the writers who made their business to analyse the significant problems with which the age was burdened, and by their work they left their imprint on the mental outlook of their own and succeeding generation.
Bennet and Galsworthy were interested in the effects which the society had in shaping the characters and destiny of individuals.
a) Do you agree with the following statements? Give your arguments:
writers are like the most sensitive of barometers which react immediately to any change in the atmosphere?
writers imbibe the spirit of their time and voice their epoch?
gifted writers were many, but there are few who came down to history of literature, all of them being figures of indisputable distinction, all of them possessing analytic minds, the integrity and prophetic quality that enabled them to appeal to the readers with different level of intelligence?
great writers confirmed forever the concept of literature as an instrument of human enlightment, and the people learned to see the world through their eyes?
the writers' greatness lay in their versatility, the wide range of interests, profound understanding of the deep-going and essential qualitative changes occurring in life which fortified in them the tendency to question and to doubt, challenge or approve?
b) Round-table discussion. Pick up statements from 23a:
1. You are an American historian of literature visiting a Ukranian University. Students ask you to dwell on the writers that are the national pride in your country.
2. You have a talk with the University students in Great Britain. The conversation gradually drifts to the subject of modern English and Ukranian literature.
3. Discussing the peculiarities of ‘mass literature’ you must answer the question whether Arthur Hailey should be definitely referred to as a writer producing books calculated to ba a commercial success.