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- •Язык профессионального общения:
- •Starter activity
- •Reading one
- •Moral Re-armament: History and Challenges
- •1. Give definitions of the following words and word-combinations, make use of a dictionary. Reproduce the situations they are used in the text.
- •Reading two Britain’s Moral Crisis
- •Starter activity
- •Reading one What Makes People Volunteer
- •Speech activities
- •Reading two
- •Nurse Nicky Nears Her Peak of Fitness
- •Reading one Who Uses Drugs and Why?
- •2. Check and compare your answers with your partner. Language Focus
- •Reading two
- •Europe: Drugs – Adapting To New Realities
- •Reading three
- •They're toking up for algebra class. Teenagers need incentives to keep it clean
- •Reading four
- •Partnering Against Trafficking
- •Discussion
- •Imagine you are the head of a Charity Fund. Write a report about the charity activities your fund is performing. Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •I. Interrupting People
- •Reading One Status of Women
- •Status of women and girls around the world: facts and figures (provided by the Global Fund for Women)
- •Violence
- •Insert prepositions or particles where necessary.
- •Reading two Schoolbooks and the female stereotype
- •Reading One The Qualities to Look for in a Wife
- •Reading two What’s wrong with marrying for Love
- •Reading three
- •I’m your Equal, Partner!
- •Is your relationship out of balance? Scared to stick up for yourself? It's time for a change
- •Imagine you are having a row with your male partner/husband. Work in pairs and try to make it up with the help of the Five r’s.
- •Reading One Careers and Marriage
- •1. Explain the meaning of the word combinations used in the text:
- •3. What practical tips for having a stable and fruitful marriage were given in the text? Discuss them in pairs. Reading two They'll Never Go Home Again
- •1. Answer the questions:
- •Reading three The Frustrated Housewife
- •Insert a preposition or a particle where necessary.
- •Interview several working and staying-at-home mothers about their attitude to the problems raised in the text. Present the findings of your questionnaires in class and analyse the results together.
- •Role-play. Discuss the problem.
- •General Discussion
- •Phrases related to the topic
- •I. Asking for and Giving Opinions
- •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.
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Reading one Censorship Debate
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two bbc Chiefs Order Tough Curb on tv Sex and Violence
- •Reading three
- •Is Film Censorship Necessary?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading four Censorship – What and by Whom?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two
- •Public Concerns
- •Did he follow this pattern? ________
- •Reading three Paying the Price for News
- •Functional vocabulary
- •Phrases related to the topic
- •The power of the media Speech Functions Bank
- •I. Expressing Preferences
- •II. Talking about likes and Interests.
- •Starter activity
- •Reading one Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002 Language focus
- •A Whitehall checklist;
- •Speech activities
- •Reading two Slimmed-down School Curriculum Aims to Free Quarter of Timetable for Pupils Aged 11 to 14
- •Reading three High-Stakes Games
- •Reading four
- •5 Times More Florida Kids to Repeat Third Grade State's New Policy Links Promotion to Reading Test Scores
- •Reading one Why Parents Choose to Opt out of State System
- •In the following sentences use the right particle with the verb to put:
- •Reading two
- •Reading three The City – as- School
- •Imagine that a friend of yours is considering sending his/her child to a non-government school (institute) you are working in. Write a letter either encouraging or discouraging him/her.
- •Reading one Survey Results Detail What Top Entry Level Employers Want Most
- •Reading two Employers Still Prefer Traditional Degrees Over Online Learning, Study Finds
- •Insert prepositions or particles where necessary.
- •In groups of 3 or 4 prepare and stage a debate on the prospects of online learning. For more ideas read the supplementary texts and visit the relevant web sites.
- •Reading three Two in Three Trainee Teachers who Qualify 'Are not up to the Job'
- •Functional vocabulary
- •Phrases related to the topic
- •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
- •2. Use appropriate language from the box above to make generalisations about the following.
Starter activity
You hear about moral re-armament for the first time. What is it for you? Why is it a burning issue of our time, you think? How can you describe modern morality?
Reading one
Read the text, think about the history and the challenges of Moral Re-armament
Moral Re-armament: History and Challenges
Moral Re-armament is a global network open to people of all cultures, nationalities, faith traditions and beliefs, who work towards change, locally and globally, starting with change in their own lives. Formerly known as MRA, this network has been active on every continent for over 80 years.
History
Moral Re-armament grew out of the Oxford Group which started among university students in the late 1920s. In 1938, as nations re-armed for war, its originator, Frank Buchman called for a ‘moral and spiritual rearmament’ to work towards a ‘hate-free, fear-free, greed-free world”. At the end of World War II, under the name Moral-Re-armament (MRA), a program of moral and spiritual reconstruction helped to reconcile former enemies. Today it is a network of people of different faiths engaged in the ever-needed process of “remarking the world”.
Frank Buchman, founder of MRA
Frank N.D. Buchman was born in Pennsylvania on 4th June 1878. In 1908, while visiting England, he underwent a spiritual experience in a church, which altered the course of his life. Describing it, he said, “I began to see myself as God saw me, which was a very different picture than the one I had of myself… I realized how my sin, my pride, my selfishness, had eclipsed me from God. I was the center of my own life. That big “I” had to be crossed out…It produced a vibrant feeling, as though a strong current of life had suddenly been poured into me”.
The strength of this experience convinced Buchman that moral compromise and indifference were destructive of human character and relationships, and that moral strength was a prerequisite for building a just society. His experience led him to give the rest of his life to helping others, through personal encounters and the sharing of personal experience. Among those whom he befriended and influenced were the founders of Alcoholics Anonymous. AA is perhaps the most famous outgrowth from his work and approach, while MRA’s international center in Switzerland at Caux is renowned for its role in post-World War II reconciliation in Europe, particularly between France and Germany.
Back in the 1920s, Buchman was a frequent visitor to Oxford University. In 1928, a group of university students, inspired by Buchman, formed a group which the press labeled as the “Oxford Group”, and the name stuck to the work which Buchman had started.
In 1938, with the world on the brink of war, Buchman spoke to a public audience, including many labour leaders, in the east end of London. “Hostility piles up between nations… The cost of bitterness and fear mounts daily,” he said. “The remedy may lie in a return to those simple truths which many of us have forgotten – honesty, purity, unselfishness and love. The crisis is fundamentally a moral one. The nations must rearm morally…”. Buchman sensed that people who had enriched their personal experience of faith through the Oxford group could make a contribution to the problems of the wider world. Thus a movement for “Moral Re-Armament” was launched. The essential philosophy of MRA was that personal change could lead to social change. With its emphasis on experience rather than doctrine, MRA provided a focus where people of different religious and political persuasions could meet together without compromising their own beliefs. Buchman was decorated by seven countries, including France, Germany, Greece, Japan, and the Philippines, for his effect on their relations with other countries. He died in 1961. However at the start of the new millennium it was clear that the words “moral re-armament” no longer carried the same resonance as in 1938. In 2001 the name Initiative of Change (IofC) was adopted.
What is Initiatives of Change?
Initiatives of Change is an informal, international network of people of all faiths and backgrounds working to change the world by first seeking change in their own lives. These moments of personal transformation often mark a new direction in a person’s life. Some of them have resulted in the various initiatives of change currently being undertaken by this global network.
Current initiatives are aimed at:
Healing the wounds of history where cultures and civilizations meet;
Strengthening the moral and spiritual foundations of democracy;
Encouraging care and responsibility in family life and personal relationships;
Bringing hope in cities and communities;
Tackling the root causes of poverty and corruption;
Strengthening moral commitment in economic life.
Where does Initiatives of Change get its funding?
IofC is financed largely by contributions from people who believe that this spirit and practice are needed. Legal bodies exist in many countries to administer funds and property. Each initiative, each need, is approached with an expectation of sharing resources and with the faith that people acting with unselfish motives will find support from unexpected sources.
How many people work for Initiatives of Change?
In most countries, Initiatives of Change has no formal membership. Many people volunteer their time in various capacities to carry forward this work. There are several hundred people across the world who devote all their time, energy, and resources; many thousands more who make it the basis of their family and working lives; and countless others whose application of IofC’s principles has resulted in far-reaching changes around them.
Does Initiatives of Change have religious affiliations?
People who work with IofC come from a multiplicity of faith backgrounds and from none. Those with faith are encouraged to live it out more fully. All, with faith or none, are enabled to work together for a lasting change in society.
Today
While ways of expressing truth, and methods of coordinating the global work, continue to change as succeeding generations take on this particular responsibility for the moral and spiritual renewal of society, the essential philosophy of IofC remains the same – that personal change can lead to social, economic and political change. With its emphasis on experience rather than philosophy, it provides a focus where people of different religious and political persuasions can meet without compromising their own beliefs, and be part of a global network committed to working for change in the world.
Cooper Fault, Magazine For a Change, 2001, No3
Language focus