- •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.
Starter activity
Why might school days be referred to as the best days of your life? Do you agree? Were they for you? What type of school did you go to? Did you enjoy your school days? Did you ever play truant from classes? Why?
Reading one Ten Ways to find the best schools
The mystery of how to choose a good school could soon be solved, thanks to a Whitehall checklist being drawn up by officials.
It will take into account points such as the marking of homework, the amount of graffiti and the number of expulsions, junior education Minister Angela Rumbold told a conference in London.
Head teachers must tell the truth about truancy, bullying and the number of school leavers who end up on the dole, she added.
“Nothing could be more important than everyone's $64,000 dollar question: What makes a good school?” Mrs Rumbold told the Industrial Society in Bloomsbury.
She said a nationwide investigation had resulted in her officials drawing up a checklist to help the public decide.
The factors showing the quality of the country’s 26,000 primary and secondary schools are called Performance Indicators.
Mrs Rumbold added: “Schools have for many years set out their purposes, often in clear and helpful statements of aims and objectives. But they have not always turned these into definite targets.”
But she insisted the checklist must carry a Government Health Warning. “Considered in isolation it is open to misinterpretation and misuse and can seriously damage the health of a school.”
And she said the biggest danger is that a school will be judged solely by its poor exam results when, taking into account the IQs and background of the pupils, it was doing remarkably well.
The Performance Indicators, compiled after tests in 40 schools, will play a crucial part in education. They will, she said, enable heads, teachers and governors, as well as parents, decide whether a school is up to scratch.
She added: “They will only ever tell part of the story and should therefore not be overrated. But neither should they be undervalued.”
The suggested checklist could include:
Pupils' performance in tests and exams.
How many pupils come from homes where English is not the first language?
What proportion of leavers go to university or college, or register as unemployed?
Does the school communicate efficiently with parents?
How much vandalism is there – and is it growing or decreasing?
Did a majority of parents make the school their first choice?
How many pupils were suspended or excluded last year and are these numbers growing?
What does the school do about graffiti?
Is pupils' homework set and marked effectively?
How much bullying is there and what does the head do about it?
Bruce Kemble. News Week. 2002 Language focus
Explain what the following words and phrases mean from the context in which they are used:
A Whitehall checklist;
on the dole;
Performance Indicators;
up to scratch;
the IQs (of the pupils).
Find the words in the text which have a similar meaning to the following:
the practice by children of staying away from school;
treating someone in a very unpleasant way by using strength or power;
to think that sth or someone are more important than they really are;
to be registered as unemployed and receive money from the government;
to be prevented from continuing to hold a particular job or position.