- •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.
2. Explaining and Justifying
F |
The (main) |
aim reason motive etc. |
for behind |
DOING |
is so that X is to … | |||||||||||
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Only by DOING … |
can will |
X DO |
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Taking into account factors like X, then + SENTENCE |
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You’ve got to take X into consideration. |
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The |
main most important |
point seems to me that + SENTENCE | |||||||||||||
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It seems to me |
evident obvious |
that = SENTENCE |
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Given the circumstances All things considered, In view of X, |
I think + SENTENCE |
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On the one hand … but on the other hand … | |||||||||||||||
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SENTENCE + because |
I’m convinced that I consider that I’m sure that |
+ SENTENCE | |||||||||||||
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It’s important to |
keep X in mind remember X. |
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Inf |
Think of Look at |
X this way: + SENTENCE |
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1. Make the following into statements explaining and justifying using the language from the box above.
E x a m p l e:
It/obvious/a campaign like ours will be successful.
It seems to me obvious that a campaign like ours will be successful.
The main aim/holding Women’s Conference/to attract people's attention to women’s problems.
On/hand/women have access to education, but on/hand they cannot find employment.
All/considered/the traditionalroles of women are changing.
2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
E x a m p l e:
Talking to friends:
– You think it would be a good idea for several unmarried mothers to share a flat together but your friends are not sure.
The main reason behind doing it is that it'llbemuch cheaper and they can look after the children in turn ...
1. Talking to a group of fellow students:
– You are discussing the possibility of a UN Conference on Women to be held in your city. Your view is that it is unlikely to happen.
2. Talking at a Psychological Help Center:
– Your colleagues want to organize a Club for Divorced Women. You think it'll be useless because women will not attend it.
3. Talking to a friend:
– You have decided to foster two children. You feel that it will bolster your self-confidence and improve your relations with your husband.
Asking for and Giving Clarification
1. Asking for Clarification
F
Inf |
I’m afraid I'm not quite clear what you mean by X. I'm sorry, I don’t understand what you mean by X. I'm sorry, but could you explain what you mean by X? What (exactly) do you mean by X? What (exactly) are you trying to say? What (exactly) are you getting at? |
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2. Giving Clarification
F
Inf |
Well, the point I'm trying to make is that … Well, what I'm trying to say is that … What I mean is that … All I’m trying to say is that … Well, what I'm getting at is that … |
+ SENTENCE |
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