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- •СОдержание
- •Введение
- •Unit 1. Family life. Text 1. About myself and my family
- •Vocabulary to remember
- •Practice:
- •1. Read the text ‘About Myself and My Family’ and answer the questions.
- •2. Read the dialogues in pairs.
- •3. Work in pairs.
- •4. Speak about your own family. The following questions will help you.
- •Text 2. Family problems
- •Practice:
- •Practice:
- •1. Talking points:
- •2. Indicate one of the meanings in which the given word is used in the Text.
- •3. Choose the synonyms from the right column to the phrases given in the left one.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. University education
- •In great britain: “oxbridge”
- •Cambridge
- •Practice:
- •1. Write a word to each definition:
- •2. Correct the following sentences beginning with: “I am afraid that is wrong” or “That is not true to the fact”.
- •3. Consider the following statements.
- •5. Discuss pros and cons of the fact that some people think that Oxford and Cambridge Universities are too old-fashioned, traditional, and elitist.
- •Unit 3. English-speaking countries text 1. Great Britain
- •Practice:
- •1. Choose the Russian equivalents from the right column to the following English words and phrases.
- •2. Put in the words omitted in the following; the sentences are all in the piece you have just read.
- •3. Finish up the sentence of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. The usa
- •Practice:
- •1. Indicate one of the meanings in which the given word is used in the Text. The paragraph number is given in brackets.
- •2. Choose the synonyms from the right column to the phrases given in the left one.
- •3. Finish up the sentences of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •5. Reproduce the topic “The United States of America” in English according to the plan made up.
- •6. Make up the presentation of culture, geography or history facts of the usa. Use different sources of information. Unit 4. Language in our life text 1. Learning foreign languages
- •Practice:
- •3. Read the text ‘Learning Foreign Languages’ and answer the questions:
- •Text 2. English around the world
- •Practice:
- •Identify the key-words concerning the functions of the English language and write them out.
- •Unit 5. Ecological problems. Text 1. The problem of environmental protection
- •Practice:
- •2. Match all the possible pairs and give the proper translation of the word combinations:
- •3. Write a word to each definition:
- •4. Write an essay or make up the report (or presentation) on the most important ecological risks for today’s life. Use different sources of information. Text 2. Once again about ozone holes
- •Practice:
- •1. Suggest Russian translation for:
- •2. Give the English equivalents for the following phrases. Consult the text.
- •3. A) Give synonyms for the following words:
- •4. Answer the following questions:
- •6. Agree or disagree with the following statements. Begin you answer with:
- •Unit 6. Youth’s world. Text 1. The problems of youth.
- •Practice:
- •2. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •Text 2. The younger generation knows best
- •Practice:
- •3. Read the text once again and point out the statements you completely agree or disagree. Put them in the table. Give your arguments.
- •5. Translate the quotations. Try to explain these sayings. Describe the situation where you can use these proverbs or write the essay.
- •Unit 7. Science in our life. Text 1. The progress of science
- •Practice:
- •1. Answer the questions:
- •2. Read the text and find the derivatives from the following worlds. Define what parts of speech they are. Translate them into Russian:
- •3. Use the English equivalents for the words and phrases in brackets.
- •4. Complete the following sentences. Use the vocabulary of the text.
- •5. Find in the text the English equivalents for the following Russian phrases:
- •6. Use the key phrases given below to retell the text:
- •7. Guess the things which we use in our everyday life.
- •8. Discuss in your groups the main advantages and disadvantages of television, write them in two columns on your paper and express your own opinion.
- •Text 2. Inventors and their inventions
- •Practice:
- •1. Find the names of the inventors who gave their names to the things they created using different sources of information. Put them down in the table.
- •2. Find in the text the famous words of Edison proving his idea of a genius. Do you agree with him ?
- •5. Make a list of the Seven Wonders of the 20th century. Write them in the order of their importance.
- •Getting a job
- •Moving up
- •Leaving the company
- •Hard times
- •Happier times
- •Practice:
- •1. Write a single word synonym for each of these words/phrases.
- •3. Complete these sentences with a suitable word or phrase.
- •How to succeed at interviews
- •Practice:
- •2. What factors do you think a job applicant should keep in mind when being interviewed?
- •Unit 9. Youth rights and duties. Text 1. Human rights.
- •Practice:
- •1. Answer the following questions:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Problem discussion “Violence is always wrong”.
- •3. Translate the quotations. Find Russian equivalents and try to explain these sayings. Describe the situation where you can use these proverbs or write the essay. Give as many arguments as possible.
- •Text 2. Youth rights movement
- •Organizations in Europe
- •Organizations in the United States
- •Practice:
- •Unit 10. Healthy way of life. Text 1. New anti-drugs campaign for young people
- •Drug facts
- •Practice:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Test yourself “How much do you know about drug addiction”?
- •Vocabulary you may need:
- •4. Make a survey on the situation on the drug problem in your educational establishment, your native city. Report in class about its results.
- •Practice:
- •2. Organize a group discussion. On the following problems:
- •3. Below you have some of the amazing achievements of modern technology. Match the names on the left with the definitions on the right.
- •4. Think of the benefit and harm of these or other inventions widely applied in today’s life. Put your results into the table “Benefit/Harm”
- •5. Take the Quiz. This test will only be scored correctly if you answer each one of the questions.
- •Screening test scoring ranges:
- •80 To 100, Significantly Above Average!!! unit 11. Cooperative movement. Text 1. Role and contribution of the cooperative movement in today’s world
- •Practice:
- •2. Match the pairs:
- •4. Read the sentences and tick () the statements which are true to the text. Correct the false statements.
- •5. Choose one of the following topics and prepare a report on it:
- •Text 2. From the history of co-operative education
- •Practice:
- •1. Find the English equivalents in the right-hand column for the following:
- •3. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •4. Talking points:
- •Список литературы
- •Интернет-ресурсы
Screening test scoring ranges:
0 to 19, Below Average Range
20 to 49, Average Range
50 to 79, Above Average
80 To 100, Significantly Above Average!!! unit 11. Cooperative movement. Text 1. Role and contribution of the cooperative movement in today’s world
Active vocabulary to remember
contribution entrepreneurial needs profit for the sake of satisfaction sustainability creation employment purchase beneficiaries
daily necessities mutualisation family dwelling distribution establishment environment impressive percentage provision integrated relation identification consumer saving-and-credit cooperative stakeholder consumption ordinary comparable competitiveness reinforce dimension capacity reinvests expansion precious evaluate solidarity notably developing countries transition recent forthcoming approval strengthening attempt conscious value expertise |
вклад, значение предпринимательский нужды, потребности выгода, доход, польза ради чего-л. удовлетворение устойчивость; устойчивое развитие создание занятость покупка, приобретение лицо, в интересах которого осуществляется доверительная собственность; бенефициарий предметы первой необходимости мутуализация (выгодное сотрудничество) место жительства отдельной семьи распределение учреждение, организация окружение, окружающая среда впечатляющий процентное соотношение обеспечение интегрированный, включенный отношение определение, идентификация потребитель сберегательный и кредитный кооператив
заинтересованное лицо потребление обычный, простой сравнимый конкурентоспособность укреплять; усиливать размер; объём; возможность, способность реинвестировать расширение, экпансия ценный оценивать солидарность, единение, общность заметно; особенно; а именно; то есть развивающиеся страны переходной состояние недавний грядущий одобрение, поддержка укрепление, усиление попытка осознанный ценность экспертиза, проверка |
The main features of the contribution of co-operatives in the world are as follows:
We find in the world no other entrepreneurial system having attained such scales and such strong economic sustainability (e.g. almost 7% of Italy's GDP, far ahead of Italy's largest enterprises) while not being motivated by profit for the sake of profit, but invested and democratically participated by the human communities themselves for the satisfaction of their socio-economic needs.
This system deals with the most fundamental socio-economic needs of human communities (creation of local economic activities and therefore employment creation, purchase of inputs and marketing of agricultural produce, consumption of daily necessities, mutualisation of savings, construction of family dwellings, distribution of rural electricity, establishment of schools, launching of social and health services to families, disadvantaged groups and local communities, mutualisation of SMEs, promotion of the environment etc.).
It covers an impressive part of the world's human communities (750 million people and their families, i.e. around 40% of mankind).
It often covers an important percentage of the satisfaction of these communities' needs (e.g. more than 30% of French agriculture, one of the main players within the EU banking sector, the first place in the provision of social services in Italy, one of the first places in the creation of structures for environmental management in the EU, the most important integrated health system in Brazil, one of the main systems of electrical distribution in the US etc.).
This system associates its members (and their families) democratically, according to the type of functional relation between those members and the co-operative, thus increasing considerably the sustainability of the latter thanks to the identification of its actors with its objectives (for example, the consumers in consumers' co-operatives, the savers in saving-and-credit co-operatives, the workers in worker co-operatives, the inhabitants in housing co-operatives etc.). More and more multi-stakeholders' group integrate in their midst members of different types (e.g. workers and beneficiaries of social services in Italian or Swedish social co-operatives), opening an important potential of integration of the different co-operative actors.
Thanks to its integrated enterprise systems, it is the only economic system belonging to ordinary people that is able to provide them with business scales comparable to large enterprises and therefore to ensure a comparable degree of competitiveness and sustainability. Furthermore, these enterprise systems reinforce a "meso-level" dimension to socio-economic development, thus improving the enterprises' co-ordination capacity and the sharing of resources, information and knowledge (e.g. R&D, marketing, training, consulting, specialisation in production etc.).
The co-operative system reinvests continuously in its own expansion, i.e., in the expansion of the satisfaction of the basic socio-economic needs of human communities.
Owing to its democratic and participative system, its contribution to socio-economic needs and local development, its entrepreneurial sustainability, and the fact that profit for the sake of profits is not its engine, the co-operative movement plays an important role in the development of civil society and peace. In this sense, co-operation represents an important factor of peace in the world, a very precious contribution though impossible to evaluate with figures.
Through its promotion of solidarity, the co-operative system also contains an important component of international solidarity, notably towards developing countries and economies in transition, which has already begun to be put in practice over the last decades, through the launching of a series of international development projects.
Through its emphasis on trans-national co-operation (reinforced by recent ICA strategic statements, the forthcoming approval of the European Co-operative Society, the strengthening of co-operative regional organisations such as CECOP in Europe and the recent regionalisation of ICA structures), the co-operative movement, through its organisations, has become an active player on the international arena, within the various regional integration attempts (EU, Mercosur, etc.) as well as between continents. Always conscious of its values and role in society, the co-operative movement carries this work through its international actions and development programmes, sharing the co-operatives' expertise, models and best practice.