- •Предисловие
- •Lesson I Topic: The Aims of Education
- •1) Verbs
- •2) Adjectives
- •3) Nouns
- •Easy-going self-centred semi-final pro-government
- •In to from of on at with for
- •Fill in the correct prepositions
- •Fill in the correct word(s) from the list below. Make up 5 all types of questions.
- •3.1. Reading comprehension
- •Read the following summary and underline the correct item. Then read the text to find out whether your choices were correct
- •Skim the text to find the English equivalents of the following Russian ones:
- •The Aims of Education
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary
- •2. Develop the following ideas according to the text.
- •3. Read the text and answer the following questions:
- •The age of knowledge
- •4. Comment on the following statements
- •5. Fill in the blanks with the following links and express your opinion concerning the information in the text
- •6. Discuss the following points:
- •7. Support or refute the following statements:
- •1. Translate the following sentences
- •3. Complete the following sentences
- •4. Translate into English
- •5. Write an essay (120-180 words) on the following topics:
- •Lesson II Topic: The art of writing
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above:
- •Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). Select what you think are the main points in paragraphs 1-8.
- •2. Read paragraphs 1, 2, 3, 4, 5, 6, 7, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. Make a list of phrases used to express the author’s opinion.
- •5. Read the text and find answers to the following questions:
- •8. Skim the text to find the English equivalents for the following:
- •The Art of Writing
- •1. Develop the following statements according to the text:
- •2. Comment on the following statements.
- •3. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3 task 10 11)
- •4. Dialogue
- •5. Read the text below and discuss with a partner weather poetry is read and appreciated only by artistic-minded people. Do we really need poetry?
- •Heat and Dust
- •7. Before listening: group/pair work.
- •8. Summarize the following in English. Make use of the vocabulary given below.
- •Lesson III Topic: People Аren’t Born Prejudiced Section 1
- •2. Translate the sentences into Russian using the patterns above.
- •1. Verbs
- •2. Adjectives
- •Insidious, derogatory, blameworthy, unaware, genuine, subtle, deficient, unconscious, intelligent
- •3. Nouns
- •Read the text and find the English equivalents for the following Russian ones.
- •Ian stevenson
- •Develop the following statements according to the text
- •Comment on the following statements
- •3. Develop the following topics relying upon the Russian equivalents given.
- •4. Discuss the following questions in groups of 2 - 3. Make good use of topical vocabulary
- •5. Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •6. Listen to the story and pick up factual information to disprove Jeremy’s arguments in the dialogue above for the spread of prejudiced thinking in the usa.
- •10. Render the following text in English using active vocabulary.
- •11. Comment on the following quotations. What kind of prejudice is discussed in every particular case? Do you agree or disagree with a message? Make good use of topical vocabulary.
- •12. Contradict or support the following statement in the form of debates:
- •1. Complete the following phrases in writing:
- •Develop arguments to prove or disprove the following in the form of a written statement (a paragraph long):
- •3. Write an essay (120 – 180 words) on one of the following topics.
- •Lesson IV Topic: Is Love an art?
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •Translate the sentences into English, using the patterns above:
- •Section 2.
- •1. Verbs:
- •3. Nouns:
- •3.1. Reading comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 2, 4, 6, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Scan every paragraph to find key words or phrases through which the topic of a paragraph is developed.
- •4. Scan every paragraph to find words or phrases to indicate sequential relationship between the sentences in it.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •Is love an art? Erich Fromm
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary (See Section 3, task 8):
- •2. Work in pairs. Basing on the key words and phrases guess the number of the paragraph and retell it, trying to be as close to the source text as possible. Correct your partner and help to improve.
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss them with a partner to find out which of them is about marriage in Britain and which about marriage in the usa. Retell the texts.
- •6. Listen to a story by o. Henry. Discuss it in groups of 3-4 until you are ready to sum up its message. Guess its title.
- •8. Read the two interviews below and working with a partner answer the questions that follow. Pay attention to the use of phrasal verbs. Add them to the list of topical vocabulary.
- •9. Talk on the following, making good use of topical vocabulary:
- •10. Contradict or support the following statement in the form of debates:
- •Insert the links from the box below to fill in the blanks in the following essay. Determine their functions.
- •Lesson V Topic: The Virtues of Ambition
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above.
- •3. Nouns:
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 4, 8, 11, 14 more carefully and decide which of the following statements are true and which are false.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •3. Make a list of key words and phrases for every paragraph. Choose from those in italics.
- •4. A. Make a list of transition signals connecting the paragraphs of the text. Choose from those in italics.
- •9. Skim the text to find the English equivalents of the following:
- •The Virtues of Ambition
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8, points a and b)
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •3) Your friend feels worried and unhappy because of some ambition. Discuss the problem with him/her. Help to find a solution. Make use of the expressions below and the topical vocabulary.
- •5. Read two texts below and discuss with a partner arguments to prove that ambition is a healthy impulse. Give both texts suitable titles. Retell the texts.
- •6. Listen to a story by j. G. Gozzens. Discuss it in groups of 3-4 until you are ready to sum up its message and guess its title.
- •2. Using word-combinations from the list of topical vocabulary (Section 3, task 8) at your own choice and some of the links above, write a paragraph to disclose the following topic sentence:
- •3. Prove the opposite in the form of a written statement.
- •4. Develop arguments to prove the following points and make written statements.
- •5. Write a composition on one of the following topics:
- •Lesson VI Topic: On the meaning of Life
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •2. Translate the sentences into English, using the patterns above.
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 3 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 4-8.
- •2. Read the introduction and paragraphs 1, 2, 3, 4, 5, 6 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. A) Make a list of linking words and phrases connecting the ideas of the text.
- •5. Read the text and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •10. Sum up the text in 12 sentences and add two-three more to comment on it.
- •3.2. Phonetic Reading
- •1. Transcribe and mark the stresses in the following words. Practice reading them out loud:
- •On the Meaning of Life
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8)
- •3. Working with a partner and discussing every point fill in the blanks with the links from the box below:
- •Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss with a partner arguments that reveal the author’s ideas on the meaning of life.
- •6. Before listening: group/pair work.
- •2) Einstein on the Meaning of Life
- •8. Talk on the following, making good use of topical vocabulary:
- •9. Contradict or support the following statement after discussing it in groups:
- •1. Insert the links from the box below to fill in the blanks in the following essay.
- •Содержание
Lesson III Topic: People Аren’t Born Prejudiced Section 1
Target Patterns
1. Study the following target patterns and translate into Russian the sentences below each box.
Ignorance isn’t the same as prejudice either.
Невежество тоже не тождественно предубеждению.
It is not easy to speak fluently either.
Poor writers cannot see and manage the whole either.
He is not ready to accept sharp criticism either.
I would not like this work to be graded either.
It’s the rare examples of change being resisted with violence.
Именно исключительно важным переменам оказывают неистовое сопротивление.
It is the essay being comprised of a problem, cause and effect.
This crisis is the result of fatal educational principles being accepted by vocational schools.
The ever-growing number of subjects being taught at colleges require no examinations.
The attempts being made at village schools to provide modern teaching technologies are failing because of the lack of computers.
Ignorance being exposed inflicts much pain.
Nowadays most people suffer from diseases being caused by poor ecology.
It is the rarest time in the world to find a person being criticized so unfairly.
A prejudiced person to avoid the pain of blaming himself turns the blame on others.
Человек с предубеждениями обвиняет других чтобы не испытывать боль, обвиняя самого себя.
Doing this he can save himself from harm.
They were themselves the objects of prejudice.
A child starts thinking of himself as dangerous too.
The basic rule of this writer is to create something to please himself.
These children did not behave themselves at the lesson.
A prejudiced person behaves toward the whole group as if there were no individual differences among its members.
When giving your opinion be careful not to talk about yourself, otherwise you may seem to focus on yourself not your subject.
Inferior people tend to blame scapegoats to feel comfortable.
A child is asked to wash every time he gets dirty.
Educational institutions that permit students to indulge themselves in such a manner contribute to the decay of a democracy.
Parents can and do communicate prejudice.
Родители могут передавать и действительно передают свои предрассудки (детям).
It does take a man or woman of real integrity to give a lower grade.
If a student did learn intellectual responsibility he will never turn in an inadequate paper.
Many countries do evolve rapidly into knowledge – based societies.
He seldom did write a story fit to print.
Whether a child graduates from this stage to correct thinking or to prejudiced thinking depends on his experience with his teachers and parents.
Перейдет ли ребенок из этой стадии к правильному пониманию, или у него сформируется предвзятое мнение, зависит от его опыта общения с преподавателями и родителями.
Whether he must be criticized for ill-behavior doesn’t matter.
Whether to introduce a radically new system or not is up to him to decide.
Whether you will choose the proper word depends on your literacy.
Whether he jokes or serious is defined by his mood.
Whether the project will be adopted or rejected is a matter of chance.
Just as the Jews once symbolically piled all their guilt on a goat …, so these prejudiced people make scapegoats out of Negroes, Russians, … women.
Подобно тому, как евреи когда-то символически возложили свои грехи на козла отпущения, таким же образом и люди с предубеждениями делают козлами отпущения то негров, то русских, то … женщин.
Just as anyone who spoke of intense physical training as an easy enterprise so anyone who speaks of learning as a source of enjoyment only would be thought a fool.
Just as universities have established social contacts with societies so governments have denied the nature of these contacts with universities.
Just as parents promote prejudice so children organize their life experience.
Insecure people respond to others as if these groups were all alike.
Плохо осведомленные люди относятся к другим группам (людей) так, как если бы они все были одинаковыми.
He behaves as if he wanted to be regarded as an unprejudiced person.
You should treat others as if they were your friends.
He persisted in his belief as if it were proved documentally.
You are looking as if your were afraid to be caught unaware.
He makes sweeping judgments as if he were a child.
Other studies have shown that young adults are much freer of prejudice than older ones.
Другие исследования показали, что молодые люди намного более свободны от предрассудков, чем люди в зрелом возрасте.
Each of these may contribute to development either as a prejudiced person or a tolerant one.
A best writer has many ideas while a poor one has few ones.
This book is one of a few devoted to the moral side of education.
Industrial production is steadily shifting from labor – intensive products to knowledge – intensive ones.
Fortunately, we seem today to be making progress in the question of less prejudiced belief and behavior.
К счастью, кажется, что в настоящее время мы менее предвзяты в своих убеждениях и поступках.
School is certain to have exerted a healthy influence on educating a tolerant personality.
Some generalizations turned out to be true and useful.
Southerners are likely to have darkly pigmented skin and nearly always curly hair.
Conforming prejudice is supposed to be easily given up.
Prejudiced people are more likely to make scapegoats out of those who fit their need.
These judgments turn out to have been made in a hurry.
