- •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 three
Read the text to find out some psychological tips that can help partners keep up proper relationship.
I’m your Equal, Partner!
Is your relationship out of balance? Scared to stick up for yourself? It's time for a change
Does he boss you around? Take control? Make decisions which affect you without asking your opinion?
If so, and it's beginning to make you resentful, it's time you showed some initiative and steered your relationship on to a more equal footing.
Like many women, it could be that you're afraid of asserting your needs, desires and feelings for fear of sparking a row, bruising his ego or losing him.
So you keep quiet and suffer his annoying, overbearing habits – the way he interrupts you before you've finished speaking, assumes if you're going out together he'll be driving…
Yet sticking up for yourself needn't mean upsetting him to such an extent that his affection for you wanes. Quite the opposite – a more balanced relationship should bring you closer.
Deciding what to say and finding the right words can be difficult. But the following Five R's formula will show you how to take more initiative without damaging your relationship.
Reflect
Before you do anything, think about what you want to say, particularly if you want to criticise him. It's tempting to believe the best way to change behaviour is through coercion – grabbing the car keys, refusing to wash his socks, shouting at the top of your voice if he tries to interrupt you. Yet any approach based on force is likely to fail as he'll resent your sudden forcefulness. Your purpose isn't to show him he isn't perfect, but to educate him and get your relationship on to an equal footing. Keep this motive at the back of your mind and it'll prevent you from making hasty comments you might regret later.
Report
Once you have sorted out your motives it's time for reporting – that is, telling him exactly what is bothering you. Be specific and avoid generalisations like "You always..."
Instead, describe actual events, such as: "You remember last night when your friend asked me a question? You answered on my behalf. . . and that made me feel small and insignificant."
This is important because if you charge in with very general criticism, he is going to feel attacked, very defensive and, yes, you may well find yourself rowing.
Relate
Now, tell him how his behaviour affects you by saying "I feel..." and then naming whatever feelings you experience. Don't focus on your bad feelings, just concentrate on the effects of his actions. For example, saying "I think your behaviour and my reaction to it is worsening our relationship," is better than "I think you're really selfish, dogmatic and bombastic and it makes me angry".
Request
Ask for things you would like to be changed. Remember you have the right to ask for whatever you want from someone, and they have exactly the same right to say "yes" or "no".
Don't fall into the "mind-reading" trap believing, if he really loves you, he'll know instinctively what you want without asking.
If you ask directly, he may give you what you want and, if he refuses, at least you know where you stand.
Avoid demanding. People often resist demands, not because the demand is unreasonable, but because no one likes to be pushed around. "I'd prefer it if you let me finish” is better than "Shut up and stop interrupting me".
Result
Spell out the positive consequences you foresee if he changes his behaviour, otherwise he may think you're just being bossy.
Avoid saying: "Don't ever take the car again without asking me if I need it". Instead, say: "Mum was really looking forward to seeing me today, but I couldn't visit her because you had the car. Can you let me know when you're planning to use it?"
To show you're not simply trying to manipulate him, always round off with something like: "I'm glad we've cleared the air. It's made me feel much happier".
So next time you want to take the initiative, follow the Five R's. They'll help you communicate and stop you being bossed around.
Sheila Dainow Readers’ Digest, 2004
Language Focus
Explain the meaning of the following expressions used in the text; translate them into Russian/Belarusian.
to fall into a mind-reading trap;
to be pushed around;
to spell out the consequences;
to clear the air;
to steer relationship on to an equal footing;
to bruise one’s ego;
to shout at the top of one’s voice;
to keep sth at the back of one’s mind;
to spark a row;
to assert one’s needs.
Find the words in the text which have a similar meaning to the following.
to do sth that produces an effect or change in someone or something;
the use of threats or orders to make someone do sth they do not want to do;
physical harm done to sth or someone; a bad effect on sth;
real, especially as compared with what is believed, expected or intended;
containing long important sounding words that have no real meaning;
caring only about yourself; self-centered;
always trying to control other people without considering their wishes or feelings; domineering;
making you feel slightly angry and unhappy about sth.
Look up the meaning of the following idioms and make up situations using them.
on balance;
out of balance;
to throw sb off balance;
to hang in the balance;
to strike a balance (between sth);
to tip/swing the balance (in sb’s favour);
to lose/keep one’s balance.
Complete the spaces by finding one word from the functional vocabulary which fits in all three spaces.
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Speech Activities
Give arguments for or against the following statements. Develop the idea.
Many women suffer their husbands’ annoying overbearing habits.
Approaches based on force are likely to fail.
Some women are afraid of asserting their needs for fear of losing their partners.
The best way to change relationship is through coercion.
The Five R’s may help wives to communicate and stop them being bossed around.