- •Предисловие
- •Unit 1. Types of Family in Modern Society
- •Focus Vocabulary List
- •The British Family
- •The American Family
- •The Future of the Family
- •Vocabulary Exercises
- •Британская семья
- •The Family
- •The Problem of (Cohabit)
- •Integrated Discourse Skills Development
- •III. Monologue Discourse Modelling
- •2. Class Activities
- •IV. Dialogue Discourse Modelling
- •2. Class Activities
- •Unit 2. What Makes a Good Parent? Family Discipline and Changes in Parental Authority
- •Focus Vocabulary List
- •Permissiveness: “a Beautiful Idea” that Didn’t Work?
- •Comprehension Check
- •Article Rendering: Basic Structure Build-Up
- •Parents Are Too Permissive with Their Children Nowadays
- •1. Fill in the columns in the chart with the corresponding adjectives and phrases from the list below. Some descriptions may fit into both columns.
- •2. When you have completed the chart, pick out all the (1) synonyms and (2) antonyms to the following characteristics.
- •1. Synonyms 2. Antonyms
- •3. Make use of the completed chart to give a brief sketch of each child/parent type. Use the following questions as a guide.
- •Difficult Children
- •The Monster Children
- •Life Styles: “What Makes a Good Parent”?
- •Ivan sokolov
- •Vocabulary Exercises
- •The Power of No
- •Integrated Discourse Skills Development
- •I. Agree or disagree with the quotations below. Be sure to provide solid arguments.
- •II. Monologue Discourse Modelling
- •III. Polylogue Discourse Modelling
- •1. Out-of-class Projecting
- •Debate Techniques
- •Introduction
- •Arguments and Counter-arguments
- •Questions
- •2. Class Activities
- •IV. Monologue Discourse Modelling
- •Individual Argumentative Techniques
- •Project on a Problem Situation
- •Introduction
- •2. Class Activities
- •V. Written Discourse Skills Development
- •Unit 3. Problems of a Young Family
- •Focus Vocabulary List
- •Additional Vocabulary List
- •The Child Care Dilemma
- •Comprehension and Discussion Guide
- •It’s 10:00 a.M.: Do You Know What Your Sitter’s Doing?
- •Smart ways to check on your sitter
- •It’s 4:00 p.M.: Do You Know Where Your Children Are?
- •Vocabulary Exercises
- •Back to Day Care
- •Что творят с детьми няни (…или Как проследить за процессом воспитания)
- •Integrated Discourse Skills Development
- •I. Written Discourse Modelling
- •2. Class Activities:
- •II. Polylogue Discourse Modelling
- •III. Monologue Discourse Modelling
- •Unit 4. Hazards of Teenage Sex
- •Focus Vocabulary List
- •Teenage Sex: Just Say “Wait”
- •Lower the Age of Consent
- •Vocabulary Exercises
- •Дочки-матери
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •III. Dialogue Discourse Modelling
- •2. Class Activities
- •Unit 5. Problems of a Young Family Young Adults: Living in Parental Homes or Living Away?
- •Focus Vocabulary List
- •Show Me the Way to Go Home
- •Comprehension and Discussion Guide
- •Back to Mum After All This Time
- •Could You Throw Out Your Child?
- •Vocabulary Exercises
- •Is Your Nest Too Full?
- •Bit of a Crowd in the Empty Nest
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •II. Written Discourse Skills Development
- •I. Background Reference Information
- •II. Letter Structure Focus
- •III. Sample Letter Publication Foreword
- •Unit 6. Marriage and Divorce
- •Focus Vocabulary List
- •Vast Majority of Americans Still Believe in the Family
- •Comprehension and Discussion Guide
- •Vocabulary Exercises
- •In Great Britain, an Easier Out
- •Divorce
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •2. Class Activities
- •II. Monologue Discourse Modelling
- •Individual Argumentative Techniques
- •III. Written Discourse Development
- •IV. Monologue Discourse Modelling
- •References
- •Contents
III. Monologue Discourse Modelling
1. Individual Work: Prepare a short speech on a certain aspect of the problem of modern family life. Compose a written plan to arrange the main ideas logically for further reference. Frame your presentation in accordance with the following key points.
a. Pick out a topically related position/profession (e.g. representative of a family-oriented institution, a newspaper columnist writing on family-related issues); think of a way to introduce yourself (a fictitious name and social status, brief background information, etc.).
b. Make a careful study of the topical materials and vocabulary (basic and supplementary texts, self-done research). Formulate a clear-cut message you are going to communicate to the audience and sort out the relevant and additional information in a logical order to develop the main idea.
c. Define your personal attitude to the main topic and its possible interpretation in the context of the selected role; note the degree to which your subjective view of the problem can and will influence your discourse (any implicit submessages, personal implications, etc.).
d. Decide on the style (and genre) of your presentation, focusing on the observance of the style-forming principles and style-markers. Parallelly, work out and note down the structure of your discourse (text micro- and macrocomposition) according to the chosen 1) message and 2) role. Estimate the length of the presentation
e. Thoroughly plan the manner of your presentation. Consider the peculiarities of the chosen role (decide whether you are going to be an assertive/passive/reasoning, etc. speaker; choose an overall tone and mood for your speech; imitate a dialect; possibly adjust the vocabulary to your social status, etc.) and the social setting (social and gender characteristics of the listeners; the predisposition and expectations of the audience; the degree of formality you will communicate, etc.). Apply a variety of oratory skills to make your speech more audience-oriented and observe the factors of convincingness and emotivity (intonation, speech tempo, pausation, gestures, posture, etc.), the use of audio-visual aids (e.g. diagrams, slide-shows, audio-referential materials, etc.).
f. Time (7-10 minutes), rehearse and preferably record your presentation, consult the opinion of a second listener, if necessary; be prepared to reproduce it smoothly in class.
2. Class Activities
a. Deliver your speech in class.
b. Provide consecutive translation for either one or several speakers on the subject, be sure to focus on the intention of the speaker. Communicate the presentation in the form of a critical extract both in the Source and Target Languages.
c. Listen to the speakers carefully, evaluate all the presentations according to the above-mentioned criteria and comment on them. Choose the most successful speaker and interpreter; discuss with your colleagues and rate in order of relevance the key success points of their discourses.