- •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.
In the following sentences use the right particle with the verb to put:
If they ask us to put them … for the night, what can we say to put them …?
I am sorry to put you … this again.
The voters turned that party out and put … its rival.
We had to have the old dog put … .
A rumour was put … to the effect that he was leaving.
The pipeline's cost is now put … 2.7 billion pounds.
These were the arguments that Carson put … .
They had at last succeeded in putting a meaningful reform … .
He was somewhat put … when the audience laughed loudly.
I have seen enough to put me … farm-work.
Speech activities
Answer the following questions:
How much does the average family in the survey spend on education?
Where does the money come from?
What reasons are given for preferring private to state education?
As a prospective parent are you ready to make sacrifices to give your child a good start in life? Yes/No. Why?
Reading two
In the text that follows the arguments for an elitist approach in education are marked with an (F) and those against are marked with an (A). After reading the article be ready to sum up all the arguments for and against mixed-ability schools.
Education: equality or elitism
Children’s intelligence, musical ability, physical endurance etc., vary enormously from individual to individual: some children are musical geniuses at the age of four or five, and others are what is generally called tone-deaf; there are mathematical geniuses, and children who are hopeless at maths; some girls become world swimming champions at 14, and others are always last in any race; and so on. (F).
Some “experts” claim that most of these differences are born in the child; others say that they are the result of early experiences. The most sensible attitude is that they are partly the result of heredity, and partly that of environment: x per cent of nature plus у per cent of nurture. In any case, attempts in the USA and Britain to diminish differences in ability between children from advantaged and disadvantaged backgrounds by giving the latter special intensive training between the ages of about 5 and 7 have been quite unsuccessful: the differences are already deeply rooted by then.
One therefore has to accept that there is a wide range of ability between different children in a large number of different skills and abilities, and one then has to decide what to do about it in the schools. Some governments believe in an egalitarian approach; others in giving special types of education to suit each different kind of ability, with especial encouragement to those who are outstanding in a particular thing. The latter is known as an elitist approach.
What is obviously right in any society which is interested in developing each child’s abilities to the full for the good of the community is to give all children equal opportunities to develop their special gifts. (A) In a society in which some children are so underfed that their brains do not receive enough protein to develop fully; or in which some mothers are so busy earning a living that they are unable to spend time stimulating their children's brains during the vital first three years, equal opportunities for all do not exist. (A) Napoleon laid down the principle La carriere ouverte au talent, (which is roughly equivalent to Equal opportunities for all).
The USA tried to provide equal education for all, regardless of ability, while the, USSR was encouraging talent by setting up special schools for children with particular gifts. The Americans thought that they had made a mistake in adopting the egalitarian system when the Russians were the first to put a man into space in the famous Sputnik. Ever since then, they have been working furiously to follow the Russian system of education, in which there is certainly equal opportunity for all to show their particular abilities, but once these have been established, each group is given a different sort of education which suits it, so that we see wonderful Russian gymnasts, rowing crews, ballerinas, cellists, and scientists, and numbers of people with a near-perfect command of English, Hindi, Chinese or a whole list of other languages. (F)
This is done by selecting gifted children at a very early age, and then sending them to schools in which they are given intensive training for something like ten years. Obviously, selection cannot be perfect: some children who should be at a particular type of school will have slipped through the net; and others who do go lo that type of school will drop out before the end of the course; (A) but enough people with a particular type of skill will be produced each year for the country's needs. (F)
An alternative, such as is practised in Britain, is to send most children to a comprehensive school, which is designed to enable everyone to pursue the subjects that they are good at, and at the same time to encourage social cohesion. (A) But there агe those who believe that the comprehensive system holds back the very bright children on whom the community will depend heavily in the years to come for the inventiveness, decision-making ability and intellectual endurance which enable a country to compete successfully in a world of advanced technology. (F) However, there has never been any conclusive evidence that the comprehensive system does hold back the very intelligent pupils. (A)
John Twiggs. USA Today. 2002
Language focus
Explain the meaning of each of the following phrases used in the text:
X per cent of nature, plus Y per cent of nurture;
disadvantaged background;
to be deeply rooted;
to slip through the net;
to encourage social cohesion.
Match the adjectives with the nouns they collocate with:
inborn |
training |
hereditary |
home |
egalitarian |
society |
inventive |
arguments |
comprehensive |
musician |
tone-deaf |
abilities |
disadvantaged |
child |
gifted |
right |
conclusive |
person |
Speech activities
Sum up what the author says for and against egalitarian and elitist approaches to education. Add your own arguments.
Say if you agree with the following statements. Use evidence from the books and articles you have read (films you have seen) to back up your opinions. For more information and new ideas read the supplementary text “Buddy, can you spare $ 50.000?”.
Private education is incompatible with the ideals of democracy.
Those parents who prefer to send their children to private institutions and can afford it are free to do so.
The elite of society is its major driving force.
Listening comprehension
You will hear an interview with Mr. Ian Beer, the Headmaster of Harrow School and a radio programme on the subject of independent schools today. Listen for information on the following questions:
What do you learn about the names "independent schools" and "public schools"?
What changes have taken place in public school life?
What is said about the curriculum, especially in relation to classics, sports, science and computers?
Do you get the impression that academic success is still important or not?
What is said about discipline?
To what extent are public schools involved with the local community and with the rest of the world at large?