- •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
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.
A: - Idle again? Is there any activity you ever turn to with unfailing eagerness?
B: - Why should I? I know other means of attaining happiness.
A: - Like what? Domestic affections, perhaps?
B: - Very funny. Is humour the only satisfaction you get out of life?
A: - I’ve had my share of woes, haven’t I? Nothing will ever urge me to be grim again There is time for everything.
B: - Right. The same with my inaction. Active functioning can not last forever. One needs recuperation.
A: - Not you. When have there been the last burst of activity?
B: - Why such an insatiable interest in me?
A: - Because you delight me as a very peculiar specimen.
B: - No wonder, because just before you came I finished drawing your portrait.
A: - You did what? My word! I didn’t even know you could draw!
B: - It’s been determined by heredity. My father was a painter.
A: - Do you mean to say that in what you did there was little conscious volition?
B: - Exactly. Though I’ve enjoyed an immense satisfaction in the process I did it not to profit you or the rest of humanity, but to satisfy myself.
A: -Why have I ever married you?
B: - You had no choice. It has been ordained by the inscrutable fates.
A: - Oh, you stupid, villainous, impossible, darling!..
2) The expressions below are useful for giving opinions. Working with 2 partners act out a conversation to discuss any issue from the article by H.L. Mencken. Use the topical vocabulary and the following expressions as largely as you can.
To my mind / To my way of thinking, …
It is my (firm) belief/opinion/view/conviction (that) …
In my opinion/view …
I (firmly) believe …
I am (not) convinced that …
I (do not) agree that/with …
It strikes me that …
My opinion is that,
I (definitely) feel/think that …
I am inclined to believe that …
It seems/appears to me …
As far as I am concerned, …
5. Read two texts below and discuss with a partner arguments that reveal the author’s ideas on the meaning of life.
The Meaning of Life (without superstition) By Mitchell Kahle
What is the meaning of life? Why are we here? What is our purpose?
These questions are commonly said to be exclusive to the domain of theologians. They are not questions addressed by science, to be sure, but is religion necessary for meaning?
Some Christians assert that "A life without God is a life without meaning." But the statement is false. As an explicit atheist, one who openly rejects religion and notions of "God," I can tell you about a life full of meaning.
Why am I here? Because my parents mated, my mother conceived, and I was born - kicking and screaming -- on March 30th, 1962.
I am my mother's first-born son. For her, I most certainly have a purpose in life. She brings meaning to my life and so does my father. I give meaning to their lives. My siblings, three older sisters and one younger brother, are each meaningful to me in their own way. Our family fulfills a purpose in sustaining the family lineage and perpetuating the human species.
My relationship with Holly (my partner for more than 14 years) also brings significant meaning to my life. We honor and cherish each other. We support and encourage each other. We are together on this journey of life. Our relationship is built on mutual affection, care, love, trust, and understanding. We love our pet cats and share concern for the humane treatment of all animals.
Beyond my immediate family and friends, I serve my community by engaging in business, commerce, politics, volunteerism, and other social interactions. I serve Nature by acting responsibly to protect the ecology and environment.
My business has a function in the local economy. My leisure activities, hobbies, and creative endeavors have meaning for me and for those with whom I share. As a civil rights activist, my political actions affect the lives of thousands of people.
My family, friends, colleagues, associates, and others make up a relationship network which spreads around the world. You only need to know a handful of people to form a potential unbroken link with every living person on Earth.
Some Christians claim that "Jesus" is required for "Salvation" and "God" is necessary to discern good from evil. Again, this is a claim without justification or support of evidence.
I strive to maintain high ethical standards, based on a reasonable understanding or experience of the consequences of actions. I do not deliberately cheat, steal, endanger, injure, kill, or otherwise deprive others of their life, rights, or property. I believe myself to be an honest and trustworthy citizen who actively contributes to society. All without any religious belief or theology.
My personal code of ethics is embodied in the Silver Rule, which teaches: "Do not do unto others as you would not have them do unto you." This unassailable ethical standard is attributed to Confucius (who was not a religious cleric, but a civil servant).
Secular ethics and philosophy provide moral guidance and give meaning to life without superstition. Religion is not required for intelligence, knowledge, artistry, creativity, confidence, curiosity, health, happiness, friendship, love, marriage, sex, parenthood, or any other attribute of merit.
I will put my secular code of ethics up against any religious moral code anytime and thus refute the ridiculous claim that "A life without God is a life without meaning." My life and the lives of millions of atheists and secular humanists provide irrefutable proof that "God" is superfluous.
