- •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.
Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
BBFC is a private body, which has considerable power … the showing of films.
These statements have been subject … change over time.
Finally the besieged city decided to surrender … its enemies.
A research is underway to identify the effects of the media … the public, especially … relation … violence.
This TV channel lingers … the bloody consequences of the terrorist attack.
She lingered … coffee.
Program-makers should cut … … explicit scenes of sex and violence.
Speech activities
Answer the questions.
How can the ‘public acceptability’ of a film be estimated? Is it really possible?
Should the recognized Church and the government of a country possess the right to issue the rules about what to prohibit in films?
Can watching fictional violence provoke violence in real life?
Do you agree that such restriction markers as “PG” or “18” are in fact “attraction markers” for kids?
Exchange your views on the following:
Our TV guides and on-air trailers are neither concise nor informative, very often they are tricky.
The overwhelming majority of parents should be themselves guided in their viewing habits.
The issue of selective viewing is/is not relevant to this country.
Reading four Censorship – What and by Whom?
There are many articles and papers written about whether or not censorship is necessary, desirable or totally uncalled for on the Internet. Here we are going to go beyond that and try to get down to the questions of what we would censor on the Internet, and who would be responsible for deciding? These are questions that have to be answered if censorship becomes a reality.
The biggest argument in favor of censorship is that some material on the Internet could be harmful to our children, and it is our (adults) job to protect them. The Government of the US passed “The Communications Decency Act” (CDA) in 1996 which states, in part: “Whoever … uses an interactive computer service to display in a manner available to a person under 18 years of age any comment, request, suggestion, proposal, image, or other communication that, in context, depicts or describes, in terms patently offensive as measured by contemporary community standards, sexual or excretory activities or organs … shall be fined under Title 1, US Code, or imprisoned for not more than two years…” This is plain silly. There are many flaws here. The entire act, as written here, is much too vague. What constitutes ‘community standards?’ Who defines ‘community standards?’ Does the local P.T.A. decide to tell everyone in the community what is offensive? A nudist colony may have far different standards than a Quaker village. This outstanding piece of legislature has since been declared unconstitutional, but new rules have replaced it. A new bill targeting material “harmful to minors” was passed by Congress. It is commonly known as CDA 2 because it tries to achieve an effect similar to the CDA in a narrower manner: it covers only speech on commercial Web sites. Although this applies to the USA, the article goes on to say that similar laws are being passed in the UK, Austria, Korea, Ireland and Australia.
This is supposed to protect our children, but there are parent groups out there who protest. The Families against Internet Censorship (FAIC) opens its web page: “Welcome to our home page. FAIC is committed to opposing censorship on the Internet. We believe that parents are the people best suited to decide what their children should and should not see.” There are several different programs available to help parents filter out material that is often considered inappropriate for children, i.e. foul language and pornography; however some unwelcome, obscene material can still slip through. These devices may help, but they in no way replace careful monitoring by parents.
Do we hold the Internet servers responsible for what they allow? Should they be censors? Since anyone, anywhere in the world, can post things on the Internet, such a task would be phenomenal, especially for some of the smaller Internet Access servers. They would have to hire people to do nothing but screen everything offered, a daunting task.
If we could decide who should be responsible for this censorship work, the question remains, what should they censor? It is easy to say that anything considered illegal should continue to be illegal on the Internet. However, some people think that this is already going too far. They believe, that all information is created equal, that information is endowed by its creator with certain inalienable rights, that among these is the right to be distributed via the Internet without governmental censorship.
If we are going to allow censorship to protect our children, what do we censor? Pornography is legal for adults, so is it right to censor it, just because our children may accidentally come across it in their cyber travels? I don’t think so. It is no different than a father having a ‘men’s’ magazine under his mattress. He may hope his child doesn’t find it, but there is no guarantee. He may use ‘filters’ such as a rule that no children are allowed in his bedroom, but that is not foolproof, as any parent can tell you.
What about other types of material? What is harmful? I, personally, am offended by graphic pictures of war-time violence. These same pictures can be harmful to my sister, who gets physically ill, while my brother views them as nothing more than history, which will hopefully teach us a lesson about the futility of war. Do we censor such material completely, because of people like my sister? If we do so, we risk losing material which could be beneficial for other purposes.
People complain that censorship violates their ‘freedom of expression’. Is that always a bad thing? Do we prevent them from spreading propaganda, such as the fact that holocaust never happened? Yes, I think we should. Is this because this type of propaganda can hurt someone? I don’t think so. I believe it is because the majority of people find this offensive, in part because it belittles the terrible experiences that many people still alive both lived through, and have to live with the consequences for the rest of their lives. This propaganda is untrue, but other things posted on the Internet, and/or printed in books can also be false. Censoring, in this case, could be based on the fact that the information could become harmful to certain groups of people, (non-whites and Jews in particular) if enough people with redneck tendencies read the material, believe it, and then proceed to act against these groups out of a misguided sense of justice.
In conclusion, it seems impossible to decide who should censor the material on the Internet, if indeed it needs censorship at all. It is just difficult to decide what should be censored. The FAIC family statement sums this up: “I oppose censorship in all forms, but beyond this, attempting to censor the Internet is an impossible situation. The contributors to the collective wisdom on the Net are international, and no matter how hard one tries to stop leaks, the information will get through.” It seems clear that we will never get everyone to agree whether or not censorship is necessary, but also that it will be just as difficult to decide who should act as the censors, and what they should censor.
by Teresa Newman
Censorship Debate, 2006
Language focus
Provide your explanation to the following words and word combinations:
censorship is uncalled-for;
patently offensive terms;
P.T.A.;
Quaker village;
inalienable rights;
cyber travels;
futility of war;
holocaust;
redneck tendencies;
misguided sense of justice;
information leaks.
Guess the words from their definitions:
a person under the legal age limit;
expressions offensive to senses/decency;
exercise of proper control over something;
programs/films offending accepted social morality;
an assignment that may intimidate or abash a person;
provided with ability or talent;
so straightforward or simple as to be incapable of misuse or mistake.