- •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
Translate the words given in the brackets.
Waves of беженцев swept across Europe in the early twentieth century.
The post-World War One political перестройка of territories that occurred after the four great European empires collapsed made many thousands homeless.
The Second World War brought another массовое бегство as intensified aerial bombardment left massive numbers homeless.
It is cпорный вопрос which ethnic group is the cleverer.
The way people behave придавать особое значение many of the differences we see between cultures.
We need to better understand разнообразие of peoples, their cultures and national peculiarities in order to promote mutual understanding.
It’s very important to maintain one’s культурная подлинность but no nation can afford cultural isolation.
Appendix supplementary reading unit I
T E X T 1
We’re all middle class now
Here we go again. “I’m middle class,” says John Prescott. “No, you’re not” responds his dad, and off we all go asking each other, “What are you?”
It ‘s a tricky question because there is no right answer. Karl Marx, never the snappiest of writers, dreamed up relationship to the means of production’s as the key factor. So an engineer earning more than 40,000 a year would be working class because he doesn’t own the company he works for – he is just a prole like the rest of us.
It was left to another German, Max Weber, to point out that how people identify themselves, and how others see them, is as important as wealth or ownership.
Teachers have always earned a pittance but are regarded as middle class because they are “educated”. It is lack of formal education that identifies plumbers as working class although some earn as much as any City blue-blood.
Before the 1994 Education Act it was pretty straightforward. There was the aristocracy, the middle class and the workers. There were exceptions: bright working-class boys (girls rarely got a look-in) who won scholarships; self-made entrepreneurs who emigrated to suburbia and modified their vowel sounds.
The end of the war changed all that. Clever working-class boys and girls took the 11-plus and there was a huge expansion in white-collar employment. By the 1980s, higher and further education had exploded and one in every three 16- to 19-year-old enrolled.
Back in the 1960s, John Cleese, Dudley Moore and Ronnie Barker parodied class on black-and-white television. Cleese with a bowler, Moore a flat cap and Barker a middle-class trilby. They were poking fun at the old certainties, the old snobberies.
Twenty years on and Margaret Thatcher began selling off council houses. After job and income, home ownership had always been a sure sign of class. Thatcher’s message was crystal clear – you too can be middle class. The willingness of the building societies to lend and extended this trend.
But the Thatcher years saw the return of snobbery. It never went away completely but, for a long period, it was not respectable.
It is impossible to define class. Even the statisticians of the Office of Population, Censuses and Surveys have given up. It is abandoning the famous A, B, C, D categories used by market researchers and trying to devise a completely new scale – so far without success.
OPCS could try sporting affiliations. Twenty years ago, belonging to a golf club was a guarantee of middle-class status, now it’s the favourite sport of taxi-drivers. Soccer was the preserve of the Sunreading classes, today you can’t get in at Arsenal without showing your Guardian. Cricket, once the preserve of the blazer brigade, has been colonised by the hooligans no longer welcome on the soccer terrace. So what are you? And does it matter?