- •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.
The power of the media Speech Functions Bank
F – Formal
Inf – Informal
I. Expressing Preferences
F
Inf |
I tend to favour |
X DOING… |
as opposed to |
X DOING… | ||||||||||
I tend to prefer |
X DOING |
to |
X DOING… | |||||||||||
I tend to be (rather) more interested in |
X DOING… |
than |
X DOING… | |||||||||||
I’m (rather) more interested in |
X DOING… |
than |
X DOING… | |||||||||||
I much prefer |
X DOING |
to |
X DOING | |||||||||||
X DOING… |
appeals to me (far) more than |
X DOING… | ||||||||||||
I like |
X DOING… |
better than |
X DOING… |
Make the following into statements about preferences using the language in the box above.
E x a m p l e:
I tend/ favour the program I saw yesterday.
I tend to favour the program I saw yesterday.
Watching sport news/me more/watching educational programs.
I/watching BBCchannel better/watchingEurosportchannel.
I tend/prefer tabloids/reading broadsheets.
I/more interested/ getting information/television than/newspapers.
Look at the following and use appropriate language from the box above to make statements about your preferences.
E x a m p l e:
The Times/the Guardian.
I prefer The Timestothe Guardian.
The Timesappeals to me more thanthe Guardian.
Watching soap operas/watching thrillers.
Russian tabloids/English tabloids.
Reading newspapers/watching the news on TV.
Reading magazines/reading papers.
II. Talking about likes and Interests.
F
Inf |
I wonder if you’re interested in |
X? DOING…? | |||||||||||||
Are you interested in |
X? DOING…? | ||||||||||||||
Do you (happen to) like |
X? DOING…? | ||||||||||||||
Are you into |
X? DOING…? | ||||||||||||||
F
Inf |
I’m |
very quite |
interested in |
X DOING… | |||||||||||
I’m |
very quite |
keen on |
X DOING… | ||||||||||||
I (really) like |
X DOING… |
(very much) | |||||||||||||
I’m really into |
X DOING… | ||||||||||||||
F
Inf |
I don’t find |
X DOING… |
particularly |
enjoyable good interesting | |||||||||||
I’m not |
over particularly |
keen on |
X DOING… | ||||||||||||
I don’t (really) like |
X DOING… |
(very much) | |||||||||||||
I’m not really into |
X DOING… |
Make the following into questions about other people’s likes and interests using the language in the boxes above.
E x a m p le:
Do/like watching TV?
Do you like watching TV?
Are/interested/ current affairs?
Do/happen/like reading tabloids?
Are/into watching TV a lot?
I wonder/you/at all interested/international politics?
Are/interested/the Internet?
Make the following into statements about likes and interests using the language in the boxes above.
I/not find watching/documentaries/enjoyable?
I/into watching the news.
I/not over-keen/listening to the radio.
I/interested/ reading newspapers.
Use appropriate language from the boxes above to ask answer people’s likes and interests in the following situations.
E x a m p l e:
Two friends at watching TV… reading newspapers.
(a) Are you into watching TV?
(b)No, I’m not particularly keen on it.
A young member of the family to an elderly relation … the Sunday newspapers.
An employee to his/her boss … watching sports on TV.
Two good friends … the latest news.
Two work colleagues … watching youth programmes with their children.
Unit IV. Educational Challenges
Section 1. Are Schools Doing Their Job?