- •Язык профессионального общения:
- •Starter activity
- •Reading one
- •Moral Re-armament: History and Challenges
- •1. Give definitions of the following words and word-combinations, make use of a dictionary. Reproduce the situations they are used in the text.
- •Reading two Britain’s Moral Crisis
- •Starter activity
- •Reading one What Makes People Volunteer
- •Speech activities
- •Reading two
- •Nurse Nicky Nears Her Peak of Fitness
- •Reading one Who Uses Drugs and Why?
- •2. Check and compare your answers with your partner. Language Focus
- •Reading two
- •Europe: Drugs – Adapting To New Realities
- •Reading three
- •They're toking up for algebra class. Teenagers need incentives to keep it clean
- •Reading four
- •Partnering Against Trafficking
- •Discussion
- •Imagine you are the head of a Charity Fund. Write a report about the charity activities your fund is performing. Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •I. Interrupting People
- •Reading One Status of Women
- •Status of women and girls around the world: facts and figures (provided by the Global Fund for Women)
- •Violence
- •Insert prepositions or particles where necessary.
- •Reading two Schoolbooks and the female stereotype
- •Reading One The Qualities to Look for in a Wife
- •Reading two What’s wrong with marrying for Love
- •Reading three
- •I’m your Equal, Partner!
- •Is your relationship out of balance? Scared to stick up for yourself? It's time for a change
- •Imagine you are having a row with your male partner/husband. Work in pairs and try to make it up with the help of the Five r’s.
- •Reading One Careers and Marriage
- •1. Explain the meaning of the word combinations used in the text:
- •3. What practical tips for having a stable and fruitful marriage were given in the text? Discuss them in pairs. Reading two They'll Never Go Home Again
- •1. Answer the questions:
- •Reading three The Frustrated Housewife
- •Insert a preposition or a particle where necessary.
- •Interview several working and staying-at-home mothers about their attitude to the problems raised in the text. Present the findings of your questionnaires in class and analyse the results together.
- •Role-play. Discuss the problem.
- •General Discussion
- •Phrases related to the topic
- •I. Asking for and Giving Opinions
- •2. Use appropriate language from the boxes above to ask for and give opinions in the following situations.
- •2. Explaining and Justifying
- •1. Make the following into statements explaining and justifying using the language from the box above.
- •2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
- •1. Asking for Clarification
- •2. Giving Clarification
- •1. Make the following into questions and statements asking for and giving clarification.
- •2. Ask for and give clarification in the following situations.
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Reading one Censorship Debate
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two bbc Chiefs Order Tough Curb on tv Sex and Violence
- •Reading three
- •Is Film Censorship Necessary?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading four Censorship – What and by Whom?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two
- •Public Concerns
- •Did he follow this pattern? ________
- •Reading three Paying the Price for News
- •Functional vocabulary
- •Phrases related to the topic
- •The power of the media Speech Functions Bank
- •I. Expressing Preferences
- •II. Talking about likes and Interests.
- •Starter activity
- •Reading one Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002 Language focus
- •A Whitehall checklist;
- •Speech activities
- •Reading two Slimmed-down School Curriculum Aims to Free Quarter of Timetable for Pupils Aged 11 to 14
- •Reading three High-Stakes Games
- •Reading four
- •5 Times More Florida Kids to Repeat Third Grade State's New Policy Links Promotion to Reading Test Scores
- •Reading one Why Parents Choose to Opt out of State System
- •In the following sentences use the right particle with the verb to put:
- •Reading two
- •Reading three The City – as- School
- •Imagine that a friend of yours is considering sending his/her child to a non-government school (institute) you are working in. Write a letter either encouraging or discouraging him/her.
- •Reading one Survey Results Detail What Top Entry Level Employers Want Most
- •Reading two Employers Still Prefer Traditional Degrees Over Online Learning, Study Finds
- •Insert prepositions or particles where necessary.
- •In groups of 3 or 4 prepare and stage a debate on the prospects of online learning. For more ideas read the supplementary texts and visit the relevant web sites.
- •Reading three Two in Three Trainee Teachers who Qualify 'Are not up to the Job'
- •Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •1. Asking for More Detailed Information
- •1. Make the following into questions or statements asking for more detailed information using the language in the box above.
- •2. Use appropriate language from the box above to ask for more detailed information in the following situations.
- •2. Making Comparisons
- •1. Make the following into statements of comparison using the language in the box above.
- •2. Use appropriate language from the box above to make statements of comparison about the following.
- •3. Making generalisations
- •2. Use appropriate language from the box above to make generalisations about the following.
Reading four
Starter activity
You will learn some new information on a crime that shames us all. Have you ever heard about the cases of trafficking in human beings? Tell us about it. Read the text and focus your attention on the scope of human trafficking and what is being done to fight it worldwide
Partnering Against Trafficking
Twenty-year-old Oxana Rantchev left her home in Russia in 2001 for what she believed was a job as a translator in Cyprus. A few days later, she was found dead after attempting to escape the traffickers who tried to force her into prostitution.
Oxana's story is the story of modern slavery. Around the world, millions of people are living in bondage. They labour in fields and factories under threat of violence if they try to escape. They work in homes for families that keep them virtually imprisoned. They are forced to work as prostitutes or to beg in the streets. Women, men and children of all ages are often held far from home with no money, no connections and no way to ask for help. They discover too late that they've entered a trap of forced labour, sexual exploitation and brutal violence. The United Nations estimates that at least 12 million people worldwide are victims of trafficking. Because they often live and work out of sight, that number is almost certainly too low. More than half of all victims of forced labor are women and girls, compelled into servitude as domestic or sweatshop workers or, like Oxana, forced into prostitution. They face not only the loss of their freedom but also sexual assaults and physical abuses.
To some, human trafficking may seem like a problem limited to other parts of the world. In fact, it occurs in every country, including the United States, and we have a responsibility to fight it just as others do. The destructive effects of trafficking have an impact on all of us. Trafficking weakens legitimate economies, breaks up families, fuels violence, threatens public health and safety, and shreds the social fabric that is necessary for progress. It undermines our long-term efforts to promote peace and prosperity worldwide. And it is an affront to our values and our commitment to human rights.
The Obama administration views the fight against human trafficking, at home and abroad, as an important priority on our foreign policy agenda. The problem is particularly urgent now, as local economies around the world reel from the global financial crisis. People are increasingly desperate for the chance to support their families, making them more susceptible to the tricks of ruthless criminals. Economic pressure means more incentive for unscrupulous bosses to squeeze everything they can from vulnerable workers and fewer resources for the organizations and governments trying to stop them.
The challenge of trafficking demands a comprehensive approach that both brings down criminals and cares for victims. To our strategy of prosecution, protection and prevention, it's time to add a fourth P: partnerships.
The criminal networks that enslave millions of people cross borders and span continents. Our response must do the same. Human trafficking flourishes in the shadows and demands attention, commitment and passion from all of us. Together, we must hold a light to every corner of the globe and help build a world in which no one is enslaved.
By Hillary Rodham Clinton
Wednesday, June 17, 2009
Language Focus
Explain the meaning of the following words and word combinations. Translate them into Russian/Belarusian
to traffick (in) sth/sb;
bondage;
to live in bondage;
forced labour;
to fuel sth;
to undermine sth;
to be an affront to sth;
to be susceptible to sth;
a copmprehensive approach;
to enslave sb;
to hold a light;
to force sb into sth.
Speech Activities
Answer the following questions. Make use of the supplementary text “Cheated and Betrayed”
What causes trafficking in person?
Who becomes victims of trafficking? Why?
What forms of forced labour are discussed in the text?
What approach does the challenge of trafficking demand?
How does the Obama administration view the fight against human trafficking, at home and abroad?
What is the aftermath of trafficking in humans?
What is the incidence of trafficking in human beings worldwide and in this country? Support your reflections with some evidence/proofs.
What should be done to reduce the scope of human trafficking?