- •I. Read and translate the text. Sociology
- •II. Answer the following questions:
- •VIII. Answer: What are the sociologists concerned with? Use the words in brackets.
- •IX. Translate the following sentences into Russian:
- •Unit II
- •I. Read and translate the text: Social Barometer
- •II. Answer the following questions:
- •Word study
- •IV. Complete the following sentences:
- •Unit III
- •I. Read and translate the text: The Origins of Sociology
- •II. Answer the following questions:
- •III. Complete the following sentences:
- •IV. Divide the text into logical parts and make up an outline of the text.
- •V. Speak on:
- •VI. Read the text and entitle it:
- •Word study
- •Unit IV
- •I. Read and translate the text: Sociological Theory
- •II. Answer the following questions:
- •III. Agree or disagree with the following:
- •IV. Divide the text into logical parts and make up a plan of the text.
- •VI. Contradict the following statements:
- •VII. Translate the text in writing: Social Change and the Development of Sociology
- •Word study
- •I. Find in the text «Sociological Theory» English equivalents for:
- •II. Find in the text antonyms for:
- •III. Fill in the blanks with the words given below in the brackets:
- •IV. Read and translate the following sentences taking into account different meanings of the word 'experience':
- •V. Role-play.
- •I. Read the text and answer the following questions:
- •Theoretical Paradigms
- •II. Be ready to speak on:
- •III. You have just heard three reports. What paper do you think to be the best one? Give your arguments. Use the following:
- •IV. Read and translate the text: The Methods of Sociological Research
- •Experiments.
- •Survey Research
- •Questionnaires and Interviews
- •V. Enumerate all methods of sociological research. What method do you consider to be the most productive? Give your reasons.
- •VI. Answer the following questions:
- •Word study
- •III. Translate the following sentences into Russian with:
- •V. Develop the following situations:
- •Unit VI
- •I. Read and translate the text: The Structure of Social Interaction
- •Social Structure and Individuality
- •II. Answer the following questions:
- •Summary
- •Word study
- •I. Find in the text “The Structure of Social Interactions” English equivalents for:
- •II. Arrange the following words into pairs of antonyms:
- •III. Make up sentences choosing an appropriate variant from 1) – 7):
- •IV. Make up dialogues according to the following situations:
- •Unit VII
- •I. Look through the text and find the definitions of:
- •II. Read and translate the text. Role
- •Figure 1. Status Set and Role Set
- •Strain and Conflict
- •Dramaturgical Analysis: “The Presentation of Self”
- •IX. Answer the questions:
- •Word study
- •I. Find in the texts English equivalents for:
- •III. Read and translate the following sentences:
- •IV. Make up questions and ask your friend on:
- •V. Complete the following sentences:
- •Unit VIII
- •Kinds of Groups
- •IV. Find the facts to prove that:
- •V. Divide the text into three logical parts.
- •VII. Discuss in the group the following problems:
- •The Nature of Group Cohesiveness
- •XIV. Read and translate the text. Primary and Secondary Groups
- •XV. Answer the following questions.
- •XVI. Contradict the following statements. Start your sentence with: “Quite on the contrary...”
- •XVII. Ask your friend:
- •Divide the text into logical parts and give a heading to each part.
- •Find a leading sentence in each paragraph of the text.
- •Primary Groups and Secondary Groups
- •Give examples of primary and secondary groups.
- •Characterize in brief:
- •XXIV. Read the text and say what new information is contained in it. Networks
- •Word study
- •I. Find in the text “Primary and Secondary Groups” English equivalents for:
- •II. Make up word-combinations and translate them into Russian.
- •IV. Make up your own sentences with — “to be of importance, to be of value” - and ask your partner to translate them.
- •Unit IX
- •I. Read and translate the text. Group Dynamics
- •Group Leadership
- •The Importance of Group Size
- •Figure 3. Group Size and Relationships
- •VII. Read the text again and note the difference between in-groups and out-groups.
- •VIII. Prepare a report on “Group Dynamics and Society.” unit X
- •I. Read and translate the text.
- •Deviance
- •Biological Explanations of Deviance
- •VII. Speak on:
- •VIII. Translate the text in writing. Deviance is a Product of Society?
XV. Answer the following questions.
What groups do sociologists distinguish?
Who was the first to speak on the importance of such distinction?
What group is called primary?
What is the most important primary group for a child?
What groups influence the child's social development?
How are secondary groups organized?
Give examples of such groups.
What group plays an important part in the formation of personality?
What does the child receive within the circle of his family and his playmates?
What else does he learn there?
XVI. Contradict the following statements. Start your sentence with: “Quite on the contrary...”
Primary groups are organized according to special interests of one kind or another.
For a young child the school group constitutes the most important group.
Secondary groups depend on face to face association.
Secondary groups are more characterized with intimate co-operation than primary groups.
It is the secondary group that plays the main part in the early formation of personality.
Within the secondary group the child receives the direct training as a member of society.
XVII. Ask your friend:
who drew a distinction between social groups;
what he understands by a primary group;
what group the family presents;
why the primary groups are of major importance in our lives;
what the strength of primary relationships gives individuals;
what a secondary group is characterized by;
what ties individuals share within the secondary group;
what groups are less significant - primary or secondary;
in what respect group social exchange is more important.
XVIII. Find in the text the facts to prove that:
The family constitutes the most important primary group for a child.
Membership in a primary group is an important feature of a child's life.
Membership in a secondary group is an important feature of an adult life.
Divide the text into logical parts and give a heading to each part.
Find a leading sentence in each paragraph of the text.
XXI. Comment on the table:
Primary Groups and Secondary Groups
|
Primary group |
Secondary group |
Quality of relationships |
Personal orientation |
Goal orientation |
Duration of relationships |
Usually long-term |
Variable; often short-term |
Breadth of relationships |
Broad; usually involving many activities |
Narrow; usually involving few activities |
Subjective perception of relationships |
As an end in itself |
As a means to an end |
Typical example |
Families; close friendships |
Co-workers; political organizations |
Give examples of primary and secondary groups.
Characterize in brief:
1. Primary groups.
2. Secondary groups.