- •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
Standard marketing definitions of social grading
A Upper middle class . Higher managerial, administrative or professional.
B Middle class Intermediate managerial administrative or professional.
C1 Lower middle class. Supervisory or clerical and junior managerial, administrative or professional
C2 Skilled working class. Skilled manual workers.
D Working class Semi and unskilled manual workers.
E Those at lowest levels of subsistence. State pensioners or widows (no other earner), casual or lowest grade workers.
(Barry Hugill “The Individual in Society” 2000)
T E X T 2
Consumer society and identity
Post modernist theory promotes the idea that we now live in a media-saturated environment in which we are constantly encouraged by the media to spend money (consume). The theory suggests that we now live in a new era, in which the importance of production or work activities in shaping identities (by helping to from class instance) has declined. Some postmodernist theorists argue that class, as meaningful sociological category, no longer exists. It is claimed that we now live in a period of affluence and that it is what we buy which now determines membership of social groups and our social identity. It is these bonds of consumption – in buying Nike trainers or Prada clothes, for example – which create our sense of identity.
The typical British household now enjoys a standard of living beyond the grasp of any previous generation. And we are not alone. Most Britons are members of a global consumer society which embraces most North Americans, West Europeans; Japanese and Australians, together with the inhabitants of the Middle East oil sheikdoms and the city-states of Hong Kong and Singapore. As we hover around the cusp of the 10th and 21st century, the consumer class is on the rise, too, in Eastern Europe, Latin America and South and East Asia. Germans bought one million used Western cars in 1991 alone, while in Chinese cities, two-thirds of households now own washing machines.
Half a century after the end of the Second World War, the American consumer society provides the model to which ordinary citizens in every corner of the global aspire. In America itself, the average couple owns twice as many cars, covers 25 times as much distance by air, and 21 times as much plastic as their parents did in 1950. Today, the consumer society can be summed up by “ shopping-mall mania” and “fast-food frenzy”. About 60 % of food Americans eat is bought ready-made in supermarkets, at takeaway outlets or in restaurants.
Japan, Western Europe and Australasia are not far behind. In the past 50 years the British, French and West Germans have tripled the amount of paper per person they counsume. In the eighties the amount of processed and package food eaten per individual doubled, while consumption of soft drinks per person shot up by 30 % between 1985 and 1990.
Now, perhaps more than ever before, we are wondering what life is all about, what it’s for. We are searching for meaning and balance. Many are turning to alternative ways of living and downshifting is one of them. Indeed, in Western societies downshifting is one of the fastest-developing social trends of the late nineties, as more of us yearn for simpler, more fulfilling lives and the time to enjoy the good things in life. In the United States, the word downshifting is already common parlance.
What meaning does downshifting hold in nineties Britain? Are we turning to it for the same reasons as in America? Ian Christie, an associate director at the Henley Center for Forecasting, defines it as follows: “ It’s taking a deliberate decision to opt out of the culture of consumerism and the career rat race. It’s about cutting back on purchasing, reducing working hours, and perhaps bailing out of conventional work in search of greater quality of life and control over one’s work”.
Professor Ray Pahl, one of Britain’s foremost sociologists, has been studying our work practices, our attitudes to work and its role in our lives for the past three decades. He sums up the key elements of downshifting in these terms: “Conventionally, it is a conscious attempt to live at a quieter pace in order to spend more time away from employment. On the one hand, it is a response to greedy and thoughtless institutions, and one the other a pull to a more attractive activity than simply maintaining one’s identity at the world of work”.
T E X T 3