- •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
10. Render the following text in English using active vocabulary.
В переводе с греческого «ксенофобия» (xenophobia) означает неприязненное отношение к представителям других этнических групп и национальностей. Ненависть к иностранцам может возникнуть в любой стране. Это не специфически российское явление, как порой кажется из-за еженедельных вредительских актов (subversive activity) скинхедов в российских городах, так и заявлений некоторых политиков, желающих завоевать популярность на национальном вопросе.
Часто рост ксенофобии связывают с ухудшением социальных условий. Однако, это не так. Проблемы ксенофобии типичны также и для благополучных (prosperous) европейских стран. Кроме Франции, можно привести в качестве примера экстремально настроенных (extremely minded) политиков в некоторых странах Европы, для которых пропаганда расовых предубеждений является средством разжигания национальной ненависти (rouse national hatred). Итак, ксенофобия в той или иной форме существует в той или иной стране. Другое дело, как к этой «болезни» относится само государство. Делает ли оно что-нибудь, чтобы найти «лекарство» от «боязни чужих», или старательно раздувает манию, превращая её в государственную идею?
В этой связи вспомним о ситуации в бывших советских республиках. Обострение межэтнических конфликтов в настоящее время уходит корнями в расистскую политику, проводимую СССР. В бывшем Советском Союзе определенные территории обычно закреплялись за определенным этносом, формируя «этническую собственность на землю». Этот факт породил межнациональные конфликты в Грузии, Азербайджане, Украине.
В начале 90-х годов, например, в России возник чеченский вопрос, когда были предъявлены жесткие требования Чечни на самоопределение (self-determination) или предоставления преференций. Возникли предубеждения против русских в Чечне, потому что считали их представителями «имперской нации». Такая же ситуация возникла в Молдавии и кавказских республиках. Много русских были брошены на произвол судьбы (leave to the mercy of fate). Началась массовая миграция наших бывших сограждан (fellow-citizens)на территорию России. Все это способствовало тому, что русские начали задумываться о том, каково же их место в России. Конечно, русский национализм нельзя сравнить с немецким фашизмом, например. Пока националистические группировки разобщены и неорганизованны, но тем не менее опасны. Идея «Россия – для русских» неизбежно приведет к распаду страны.
Вот почему первичная задача для России сейчас заключается в формировании российской гражданской нации. В данном случае речь идет о создании политического сообщества «россиян», объединенных общей национальной идеей, а не этничностью. Иначе говоря, все граждане России, какой бы национальности они ни были, должны стать единой политической нацией. Только такая государственная политика вернет России былую (bygone) славу и укрепит её позиции в международном сообществе.
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.
1. “I want to be the white man’s brother, not his brother-in-law” (King, Martin Luther).
2. “The danger is not that a particular class is unfit to govern. Every class is unfit to govern” ( Acton, John Emerich Edward Dalberg, British historian).
3. “A Frenchman must be always talking, whether he knows anything of the matter or not; an Englishman is content to say nothing, when he has nothing to say” (Johnson, Lyndon, Democratic President, 1963-1969).
4. “It will be said of this generation that it found England a land of beauty and left it a land of beauty spots”. (Joad, Cyril, British writer and broadcaster.
5. “It is so comic to hear oneself called old, even at ninety, I suppose”(James, Alice US diarist).