- •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
9. Skim the text to find the English equivalents of the following:
отвечать на; затрагивать/касаться; получать от жизни; живое существо; смутно осознаваемый порыв; внезапное проявление активности; праздный/бесполезный; определяться наследственностью; быть под рукой; ненасытный интерес; средние способности; выражать словами; предопределяться судьбой; непостижимая судьба; уступать чему-то; разумные идеи; мне все равно; любимая работа; семейные привязанности; ежедневное общение; общаться с друзьями; давние друзья; обращаться к кому-то; неизменная пылкость/готовность; одинаковые вкусы; быть лишенным чего-то; правдоподобно (вероятно); твердая уверенность; явные нелепости; нецелесообразный; унижать, а не возвышать кого-то; заслуживать осуждения; почти не видеть доказательств; в силу чего-либо; осадить кого-то; чистая совесть; отомстить; быть склонным предполагать; стремиться развивать (взращивать).
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:
to 'satisfy – ֽsatis'faction - ֽsatis'factory
to re'cuperate - reֽcupe'ration - re'cuperative
to in'satiate –in'satiable - inֽsatia'bility
'consequence – 'consequent - ֽconse'quential
to su'bordinate – a su'bordinate – ֽsubordi'nation
ex'traordinary – ֽextra'ordinarily - exֽtraordi'naire -
'consciousness - ֽconsci'entious - 'conscience
'absurd - ab'surdity
'villain - 'villainous
to re'vere – 'reverence – 'reverent - ֽrever'ential
'mortal - mor'tality – to i'mmortalize - i'mmortal - ֽimmor'tality
to in'cline – 'incline - ֽincli'nation
2. Choose a paragraph. Mark the stresses and tunes in it. Compare with a master tape. Make corrections if necessary. Practice reading the chosen paragraph out loud until you feel content with your reading.
3. Work in pairs. In turns listen to each other reading the chosen paragraphs. Help each other to improve.
4. Exchange the paragraphs and do all the work again. Help each other to improve.
5. Present model reading of one of the paragraphs, you have worked at in a larger group (4-6), taking turns to succeed each other in the form of a competition. Analyze the merits of the winner and improve your own reading accordingly.
6. Practice reading the whole of the text paragraph by paragraph trying to achieve clarity, coherence and expression.
On the Meaning of Life
Like Norman Cousins, H.L. Mencken is responding here to a request for an expression of his personal beliefs on the meaning of life. He opens with a statement that reflects his assignment and indicates his purpose in writing; he then considers the satisfactions that life offers him, and in doing so he touches on the importance of work, on man’s relationship to man and to God, and on man’s fate.
In considering the rhetorical aspects of this essay, note the author’s broad purpose and then observe what effect this has in terms of thesis and structure.
(1) You ask me, in brief, what satisfaction I get out of life, and why I go on working. I go on working for the same reason that a hen goes on laying eggs. There is in every living creature an obscure but powerful impulse to active functioning. Life demands to be lived. Inaction, save as a measure of recuperation between bursts of activity, is painful and dangerous to the healthy organism – in fact, it is almost impossible. Only the dying can be really idle.
(2) The precise form of an individual’s activity is determined, of course, by the equipment with which he came into the world. In other words, it is determined by his heredity. I do not lay eggs, as a hen does, because I was born without any equipment for it. For the same reason I do not get myself elected to Congress, or play the violoncello, or teach metaphysics in a college, or work in a steel mill. What I do is simply what lies easiest to my hand. It happens that I was born with an intense and insatiable interest in ideas, and thus to play with them. It happens also that I was born with rather more than the average facility for putting them into words. In consequence, I am a writer and editor, which is to say, a dealer in them and concocter of them.
(3) There is very little conscious volition in all this. What I do was ordained by the inscrutable fates, not chosen by me. In my boyhood, yielding to a powerful but still subordinate interest in exact facts, I wanted to be a chemist, and at the same time my poor father tried to make me a business man. At other times, like any other relatively poor man, I have longed to make a lot of money by some easy swindle. But I became a writer all the same, and shall remain one until the end of the chapter, just as a cow goes on giving milk all life, even though what appears to be her self-interest urges her to give gin.
(4) I am far luckier than most men, for I have been able since boyhood to make a good living doing precisely what I have wanted to do – what I would have done for nothing, and very gladly, if there had been no reward for it. Not many men, I believe, are so fortunate. Millions of them have to make their livings at tasks which really do not interest them. As for me, I have an extraordinary pleasant life despite the fact that I have had the usual share of woes. For in the midst of those woes I still enjoyed the immense satisfaction which goes with free activity. I have done, in the main, exactly what I wanted to do. Its possible effects upon other people have interested me very little. I have not written and published to please other people, but to satisfy myself, just as a cow gives milk, not to profit the dairyman, but to satisfy herself. I like to think that most of my ideas have been sound ones, but I really don’t care. The world may take them or leave them. I have had my fun watching them.
(5) Next to agreeable work as a means of attaining happiness I put what Huxley called the domestic affections – the day to day intercourse with family and friends. My home has seen bitter sorrow, but it has never seen any serious disputes, and it has never seen poverty. I was completely happy with my mother and sister, and I am completely happy with my wife. Most of the men I commonly associate with are friends of very old standing. I have known some of them for more than thirty years. I seldom see anyone, intimately, whom I have known for less than ten years. These friends delight me. I turn to them when work is done with unfailing eagerness. We have the same general tastes, and see the world much alike. Most of them are interested in music, as I am. It has given me more pleasure in this life than any other external thing. I love it more every year.
(6) As for religion, I am quite devoid of it. Never in my adult life have I experienced anything that could be plausibly called a religious impulse. My father and grandfather were agnostics before me, and though I was sent to Sunday-school as a boy and exposed to the Christian theology I was never taught to believe it. My father thought that I should learn what it was, but it apparently never occurred to him that I would accept it. He was a good psychologist What I got in Sunday-school – beside a wide acquaintance with Christian hymnology – was simply a firm conviction that the Christian faith was full of palpable absurdities, and the Christian God preposterous. Since that time I have read a great deal in theology – perhaps much more than the average clergyman – but I have never discovered any reason to change my mind.
(7) The act of worship, as carried on by Christians, seems to me to be debasing rather than ennobling. It involves grovelling before a Being who, if He really exists, deserves to be denounced instead of respected. I see little evidence in this world of the so-called goodness of God. On the contrary, it seems to me, that, on the strength of His daily acts, He must be set down a most stupid, cruel and villainous fellow. I can say this with a clear conscience, for He has treated me very well – in fact, with vast politeness. But I can’t help thinking of his barbaric torture of most of the rest of humanity. I simply can’t imagine revering the God of war and politics, theology and cancer.
(8) I do not believe in immortality and have no desire for it. The belief in it issues the puerile egos of inferior men. In its Christian form it is little more than a device for getting revenge upon those who are having a better time on this earth. What the meaning of human life may be I don’t know: I incline to suspect that it has none. All I know about it is that, to me at least, it is very amusing while it lasts. Even its troubles, indeed, can be amusing. Moreover, they tend to foster human qualities that I admire most – courage and its analogues. The noblest man, I think, is that one who fights God, and triumphs over Him. I have had little of this to do. When I die I shall be content to vanish into nothingness. No show, however good, could conceivably be good forever.
Section 4
Discussion and Conversation
