- •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
Unit II
T E X T 1
Rights and restraints
Because completely unrestricted freedom of action would make peaceful human existence impossible, some restraints on freedom of action are necessary and inevitable. Virtually all codes of action recognize that basic limitation . Liberty is in such codes as the right of individuals to act without restraint as long as actions do not interfere with the equivalent right of others; acts that do violate the right of other are rejected as license.
The nature and extent of the restraints to be imposed and the selection of the means of enforcing them have been important problems for philosophers and lawmakers throughout history. Almost all the solutions finally arrived at have recognized the fundamental need for a government, meaning an individual or group of individuals empowered to compose and enforce whatever restraints are deemed necessary. In modern times, great emphasis has also been placed on the need for laws to define the nature and extent of these restraints. The philosophy of anarchism is an exception; it objects to all governments as evil themselves and substitutes an idealized society in which social restraint is achieved through individual observance of high ethical principles.
A perfect balance between the right of an individual to act without undue interference and the need of the community to restrain freedom of action has often been projected in theory but has never been achieved. The restraints imposed throughout most of history have been oppressive. History has been described as society’s progress from a state of anarchy, through periods of liberty for every individual under democratic governments; history has thus been shaped by the natural desire of all people to be free.
T E X T 2
Dissemination of liberties
In antiquity, liberty meant national freedom; slavery was considered a necessary institution of society. Liberty in medieval tomes related primarily to social groups seeking to wrest certain privileges from the sovereigns against whom they contended for power. This kind of struggle resulted in the Magna Carta. Imposed in the 13th century on John, kind of England, by a group of barons; the document has great significance in the progress of human liberty. As the Middle Ages came to an end, the Renaissance raised problems of intellectual freedom, challenging the established dogma of the Catholic church; later still the reformation further promoted ideas of religious freedom and freedom of conscience.
There great revolutions helped to define individual liberty and ensure its preservation. In 17th-century England, the Glorious Revolution was the culmination of several hundred years of gradual imposition of judicial and legislative restraints upon the monarchy. The Bill of Rights, adopted by the English Parliament in 1689, established representative government in England.
The American Revolution of 1776 joined the problems of achieving individual liberty with those of creating a new state. The Declaration of independence issued by the American revolutionists reflected centuries of freedom in England. The second great charter of liberty to issue from the American Revolution was the U.S. Constitution. In its first ten amendments, know as the Bill of rights, the Constitution established guarantees of civil rights.
The French Revolution of 1789 destroyed the feudal system in France and established reprehensive government. In the Enlightenment, the body of thought that molded the thinking of the leaders of the French Revolution, liberty was defined as a natural right of man, a right to act without interference from any source but nevertheless requiring voluntary submission to necessary limitation in order that the benefits of organized social existence might be enjoyed. Challenging the theory of the right of kings to rule new theory held that the source of all govemental power was the people, and that tyranny began when the natural right of men were violated. From the French Revolution came the Declaration of the Right of Man and of Citizen, which served as a model for most of the declarations of liberty adopted by European states in the 19th century.
T E X T 3