- •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.
Yesterday the president made a public statement … air.
Our national TV channels usually go … the air about midnight.
Adopted laws … censorship do not end the battle … their necessity.
Proponents of censorship are sure that such practices are beneficial … the public interest.
It would be impossible … all people at all times to agree ... the value of all ideas.
In a recent magazine article, the writer complained that his right … privacy had been infringed … by government.
His behavior could have extended the blame … the entire family.
Those who vigorously push … more civil freedoms may sometimes be abridged … the ones they already enjoy.
That information leak put the soldiers … risk for attack … the rebels.
Supporters of censorship cite that the possible use of harsh language or images may be detrimental … the values instilled … children … their parents.
Some questionable material that cannot be published is widely circulated … the Internet.
Speech activities
Answer the following questions. Exchange your views on the issues considered.
What does the First Amendment presuppose? Is it really possible to create one map of correct values for a pluralistic society?
What is the danger of infringing upon the First Amendment according to Julie Hilden? Do you share her opinion and fears?
What’s your opinion on the point expressed by David Swanson? Do death, terrorist attacks, wars, accidents need to be shown on TV?
Do you agree that in times of war any journalist who leaks secret information is worse than an enemy and should be treated as such?
Do you think that governments should decide which journalists are cleared to report from hot spots?
Is complete freedom within the media from censorship possible? Necessary? Desirable? Dangerous?
Sum up arguments for and against censorship mentioned in the text. Think of some other pro and con arguments. For more ideas read the supplementary text “TV Prepares for Major Shake-up”.
Read the following quotations about censorship and comment on their meaning.
“There are worse crimes than burning books. One of them is not reading them.” Joseph Alexandrovitch Brodsky
“One of the most curious things about censorship is that no one seems to want it for himself. We want censorship to protect someone else: the young, the unstable, the suggestible, the stupid. I have never heard of anyone who wanted a film banned because otherwise he might see it and be harmed.” Edgar Dale
“It seems not more reasonable to leave the right of printing unrestrained, because writers may be afterwards censored, than it would be to sleep with doors unbolted, because by our laws we can hang a thief.” Samuel Johnson
“Censorship, like charity, should begin at home; but unlike charity, it should end there.” Clare Booth Luce
“Censorship ends in logical completeness when nobody is allowed to read any books except the books that nobody reads.” George Bernard Shaw
“Censorship is telling a man he can’t have a steak just because a baby can’t chew it.” Mark Twain
“Adam did not want the apple for the apple’s sake, he wanted it only because it was forbidden. The mistake was in not forbidding the serpent; then he would have eaten the serpent.” Mark Twain
Do you know any other citations or judgments about censorship? Can you provide any of your own?