
- •Предисловие
- •Individual and society
- •Basic vocabulary terms
- •Vocabulary development
- •Reading practice
- •Reading Activity
- •Post-reading Activity
- •Reading Activity
- •Defining democracy
- •Post-reading Activity
- •Reading Activity
- •Amish folk
- •Post-reading Activity
- •Listening practice
- •The comparison game
- •Listening Activity
- •Post-listening Activity
- •Speech practice
- •Writing practice
- •Achievement test
- •I. Give the term to the following definition.
- •II. Match the synonymous pairs.
- •III. Choose the most suitable word to complete the sentence.
- •IV. Fill in the blanks with the proper words given below.
- •V. Give the appropriate translation to the Russian words.
- •Unit II freedom of the individual
- •Basic vocabulary terms
- •Vocabulary development
- •Word-Form Chart
- •Give synonyms to the following words.
- •Give antonyms to the following words.
- •Reading practice
- •Reading Activity
- •Kinds of freedom
- •Post-reading Activity
- •A society in which men recognize no check upon their freedom soon becomes a society where freedom is a possession of only a savage few . Juge Learned Hand
- •Face up to the euthanasia debate
- •Post-reading Activity
- •Reading Activity
- •State its topic and main idea;
- •Censorship
- •Post-reading Activity
- •Listening practice
- •Listening Activity
- •Speech practice
- •Role-Assignments
- •Writing practice
- •Achievement test
- •I. Give appropriate terms to the following definition.
- •III. Choose the most suitable word to complete the sentence.
- •IV. Fill in the blanks with the proper words given below.
- •Unit III law and order social problems
- •Basic vocabulary terms
- •Vocabulary development
- •Word-Form Chart
- •Close in meaning,
- •2. Abuse b) making somebody have a particular set of beliefs by giving them no opportunity to consider other points of view;
- •Reading practice
- •Reading Activity
- •Post-reading Activity
- •Reading Activity
- •What a teenager can do in britain
- •Post-reading Activity
- •Reading Activity
- •(By Maxim Kostyukovich from his article “Juvenile delinquency in Belarus: problems, causes, solutions” www. Belarustoday.Com)
- •Post-reading Activity
- •Work in pairs. Compare your results and explain your decision.
- •Reading Activity
- •Find the answers to the above questions;
- •State the topic of the text and its main idea;
- •Name the key-words or phrases to support the main idea terrorism
- •Post-reading Activity
- •Listening practice
- •Listening Activity
- •Listening Activity
- •Speech practice
- •Role-Assignments:
- •Writing practice
- •Achievement test
- •I. Give appropriate terms to the following definitions.
- •III. Choose the most suitable word to complete the sentence.
- •IV. Fill in the blanks with the proper words given below.
- •V. Give the appropriate translation to the Russian words.
- •Living in a multicultural society
- •Basic vocabulary terms
- •Vocabulary development
- •Reading practice
- •Answer the following questions.
- •Reading Activity
- •The history of borders
- •Ancient migrations
- •Bonded serfs
- •Nation states
- •Slave labor
- •Right to leave
- •War wounds
- •Post-reading Activity
- •Reading Activity
- •Nation of diversity
- •Post-reading Activity
- •Prospective immigrants please note Adrienne Rich
- •What does “the door” in the poem symbolize?
- •Reading Activity
- •Post-reading Activity
- •Reading Activity
- •A scholar’s view on nationality stereotypes
- •Post-reading Activity
- •Reading Activity
- •The english
- •Post-reading Activity
- •Reading Activity
- •The people of belarus
- •Post-reading Activity
- •Listening practice
- •To make chocolate bars;
- •Listening Activity
- •Post-listening Activity
- •Five o’clock news
- •Listening Activity
- •Post-listening Activity
- •America as seen by britons
- •Listening Activity
- •Post- listening Activity
- •England as seen by americans
- •Listening Activity
- •Post-listening Activity
- •Speech practice
- •Writing practice
- •Achievement test
- •I. Give the term to the following definition.
- •Match the synonymous pairs.
- •Choose the most suitable work to complete the sentence.
- •Choose the most suitable word from the box to complete the sentence.
- •Translate the words given in the brackets.
- •Appendix supplementary reading unit I
- •We’re all middle class now
- •Standard marketing definitions of social grading
- •(Barry Hugill “The Individual in Society” 2000)
- •Consumer society and identity
- •A mobile society
- •Animal farm
- •Unit II
- •Rights and restraints
- •Dissemination of liberties
- •The fashion police
- •Racial discrimination,
- •Xenophobia and related intolerance
- •Unit III
- •Licence to kill must be revoked
- •Girls and boys come out to play… aftercurfew
- •Juvenile delinquency
- •Real crime and pseudo crime!
- •From the history of terrorism
- •Unit IV
- •The filipino and the drunkard
- •For asian immigrants in u.S., a wall of words separates generations
- •The british people as they are
- •The english character (Serious approach)
- •Americans as tourists
- •Our people
- •Affluent (adj) – богатый, изобильный
- •Terminally ill – неизлечимо, смертельно больной unit III
- •Unit IV
- •Adjust (V) – приспосабливать, приводить в порядок
- •Bibliography
Post-reading Activity
Task 1. Look through the above text again. Spot the adjectives characterizing the following nationalities.
The Germans, the Italians, the Russians, the Jews, the Chinese, the Americans, the English.
Task 2. State the differences and similarities in perceiving the English by the Germans and the French.
Task 3. Comment on the American and English opinions about themselves and each other.
T E X T 5
Pre-reading Activity
Here is a list of typical features of character of different nationalities. Choose the ones belonging to the English to your mind.
Conservative, tolerant, reserved, open-minded, easy-going, hospitable, trustworthy, undisciplined, too money minded, diligent workers, hidebound, good sense of humor, lazy, thrifty, vivacious, superior.
Reading Activity
(!) Read the text. See if the given characteristics corresponds to the list you’ve made.
The english
Almost every nation has a reputation of some kind. The English are reputed to be cold, reserved, rather haughty people who do not yell in the street, make love in public or change their governments as often as they change their underclothes. They are steady, easy-going, and fond of sport.
The English are a nation of stay-at-homes. There is no place like home, they say. “The Englishman's home is his castle”, is a saying known all over the world; and it is true that English people prefer small houses, built to house one family, perhaps with a small garden.
The fire is the focus of the English home. What do the other nations sit around? The answer is they don’t. They go out to cafes or sit round the cocktail bar. For the English it is the open fire, the toasting fork and the ceremony of the English tea.
Foreigners often picture the Englishman dressed in tweeds, smoking a pipe, striding across the open countryside with his dog at his heels. This is a picture of the aristocratic Englishman during his holiday on his country estate. Since most of the countryside is privately owned there isn't much left for the others to stride across. The average Englishman often lives and dies without ever having possessed a tweed suit.
Apart from the conservatism on a grand scale, which the attitude to the monarchy typifies, England is full of small scale and local conservatism, some of them of a highly individual or practical character. Regiments in the army, municipal corporations, schools and societies have their own private traditions, which command strong loyalties. Such groups have customs of their own, which are very reluctant to change, and they like to think of their private customs as differentiating them, as groups, from the rest of the world.
Most English people have been slow to adopt rational reforms such as the metric system, which came into general use in 1975. They have suffered inconvenience from adhering to old ways, because they did not want the trouble of adapting themselves to new. All the same, several of the most notorious symbols of conservatism are being abandoned. The twenty-four hour clock was at last adopted for the railway timetables in 1960s - though not for most other timetables, such as radio programs.
(Habits and Ways in Great Britain and in the USA.
I.A.Tenson, G.A.Voitova, 1978)