- •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
The english character (Serious approach)
The national character of the English has been very differently described over one quality, which they describe as fatuous self-satisfaction, serene sense of superiority, or insular pride. English patriotism is based on a deep sense of security. Englishmen as individuals may have been insecure, threatened with the loss of a job, unsure of themselves, or unhappy in many ways; but as a nation they have been for centuries secure, serene in their national success. They have not lived in a state of hatred of their neighbors as the Frenchmen or the Germans have often lived. This national sense of security, hardly threatened by the Armada, or by Napoleon, or by the First World War, has been greatly weakened by the Second World War and by the innovation of the atomic bomb.
Many books have been written – even more, perhaps, by the Frenchmen, Americans, Germans, and other foreigners than by the Englishmen – on English traits, English ways of life, and the English character. Their authors are by no means always in agreement, but they tend to point out what seem to them puzzles, contrasts, in the way the English behave. A few of these contrasts may serve to sum up how the world looks at the English.
First, there is the contrast between the unity the English display in crisis, their strong sense of public order, indeed for conformity, and their extraordinary toleration of individual eccentricities. The Germans are usually astounded by what they regard as the Englishman’s lack of respect for authority and discipline. The Frenchmen are often puzzled by the vehemence of English political debates, by the Hyde Park public orator, and similar aspects of English life, which in their own country would seem signs of grave political disturbance. This sort of contrast has led to common belief held by the foreigners, and indeed by the Englishmen themselves, that they are the most illogical people, always preferring practical compromises to theoretical exactness.
Second, there is the contrast between the English democracy, the English sense of the dignity and importance of the individual, and the very great and economic inequalities that have hitherto characterized English life. There has recently been some tendency to allow greater social equality. But Victorian and Edwardian England – which foreigners still think of as the typical England – did display extremes of riches and poverty, and draw an almost caste line between ladies and gentlemen and those not ladies and gentlemen.
Third, there is the contrast between the reputation of the English as hard-headed practical men – the “nation of shopkeepers” – and as men of poetry – the countrymen of Shakespeare and Shelley. The English tradition in philosophy has always been realistic and hostile to mysticism; yet the English look down on the French as narrow rationalists. The apparent coldness of the Englishmen and their reserve has been almost universally noted by foreigner; but foreigners also confess that they find the English reserve not unpleasant, and that once one gets to know an Englishman he turns out to be a very companionable fellow.
(From “Oxford Junior Encyclopedia”)
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