- •Philosophy Task 5
- •Word study
- •5. Find in the text antonyms for:
- •6. Give a complete definition of “Humanism”. Use the necessary word-combinations from the brackets:
- •7. Translate the following sentences into English:
- •Comprehension check
- •1. Answer the following questions.
- •2. Choose the right statement:
- •3. Divide the text into logical parts and make up an outline of the text.
- •4. Speak on the meaning of Humanism. Task 6
- •Word study
- •6. Give derivatives of the following words:
- •7. Think of all possible situations where you can use the following word-combinations:
- •8. Translate the following sentences into English:
- •Comprehension check
- •1. Answer the following questions.
- •2. Explain what is meant by the following statements:
- •3. Agree or disagree with the following:
- •4. Divide the text into logical parts and make up an outline of the text.
- •5. Speak on the following points:
- •Word study
- •7. Complete the sentences with correct words. Put down some questions to the text:
- •Comprehension check
- •1. Answer the following questions.
- •2. Agree or disagree with the following:
- •3. Look through the text and ask ten questions concerning the life story of Kant:
- •Immanuel Kant
- •4. Complete the following sentences:
- •5. Speak on the following points:
- •Word study
- •6. Translate the following sentences into English:
- •Comprehension check
- •1. Answer the following questions.
- •2. Agree or disagree with the following:
- •3. Complete the following sentences:
- •4. Speak on the following points:
- •20Th century philosophy
- •Word study
- •6. Complete the sentences with correct words. Put down some questions to the text:
- •7. Translate the following sentences into English:
- •Comprehension check
- •1. Answer the following questions:
- •2. Agree or disagree with the following:
- •3. Discuss the following quotations with your partner(s) and comment them:
- •Task 10
- •1. Answer the following questions:
- •Word study
- •In relief to change one’s mind given some time to consider to advocate lonely to share a view to complain of to catch a cold
- •6. Make up your own sentences with the following words and word combinations:
- •7. Develop the following situations:
- •Comprehension check
- •1. Speak on the text as if:
- •3. Do you agree with the idea that:
- •4. Read and translate the quotations of famous philosophers. Develop the situations where they can be used:
- •Eastern Religion and Philosophy
- •Russian religious aesthetics
- •Philosophy in Ukraine
- •Text for Reading and Discussion What is Philosophy?
- •I’m Sorry
- •Moral Miscellany Do You Have to Be Scum to Get Ahead in Business?
- •Killing Bambi’s Mother
- •Business english Lesson 1 the resume / curriculum vitae
- •How to write resume:
- •Sample Resume Name
- •Lesson 2
- •Presenting Yourself Successfully – Before, During & After Your Job Interview
- •How to Give a Good Presentation
- •Discussion Questions:
- •Incoming Calls:
- •Telephone - connecting quiz
- •Telephone - wrong number quiz
- •Telephone - appointments quiz
- •Comprehension сheck and vocabulary exercises
- •Grammar
- •2. Complete the sentences with suitable infinitives which follow adjectives.
- •3. Rewrite these sentences using perfect infinitives.
- •5. Complete the sentences with the words in the list. Use possible forms.
- •6. Change the sentences into the passive.
- •7. Complete the sentences with correct form of the verbs in brackets: infinitive with or without to, -ing form.
- •9. Rewrite the sentences beginning with the given words.
- •11. Underline the correct word(s).
- •2. Complete the sentences. Use gerund phrases as subjects.
- •4. Transform the sentences according to the model. Use gerund phrases as objects.
- •5. Make up sentences from the table. You can use the same prepositions more than once.
- •6. Practice using gerunds following prepositions and answer the questions in complete sentences.
- •7. Choose the correct way of completing each sentence.
- •8. Do you know which verbs are followed by – ing forms and which are followed by infinitives? Make two lists.
- •10. Choose the correct forms of the verbs. Sometimes two answers are possible.
- •11. Supply an appropriate form of the gerund for each verb in brackets (Active, Passive or Past forms).
- •Expressing Preference (-ing forms/infinitive)– The Participle - Expressing Positive/Negative Agreement
- •2. Fill in the gaps with prefer, would prefer, would rather, as.
- •3. Complete the sentences with two to five words including the word in bold.
- •4. Transform the sentences using the perfect participle.
- •5. Transform the sentences using the past participle.
- •6. Transform the sentences using absolute construction with participle.
- •7. Transform the sentences using the present participle.
Moral Miscellany Do You Have to Be Scum to Get Ahead in Business?
“There are plenty of examples of nice people who did get to the top. Just look around! There’s, ummmm, there’s ... ah, hmmm. Ha ha! I’m sure there are lots of examples, and for some reason I can’t think of a single ... wait! I’ve got one! Mother Theresa! That’s it! Here’s a very nice person who nevertheless rose to the top of her profession. So the moral is: even in this dog-eat-dog, highly competitive world, you can be a decent human being and still attain a career position where you kneel in the Third-World dirt trying to help the wretched and diseased. But if you want to succeed in a large modern corporation, scum is definitely the way to go.”—Dave Barry
Killing Bambi’s Mother
A few years ago a colleague of mine was teaching an introductory ethics class, and he wanted to start with an example of a clearly immoral action. “Imagine that someone just went out on the street and killed a passer-by at random,” he suggested.
The students by then were philosophically sophisticated enough to question conventional reactions. “What’s so bad about that?” they asked. “What if the passer-by were a nasty criminal, and everyone would be better off if he were dead?” “What if that person wanted to commit suicide anyway?” “What’s so bad about death?” “Suppose you hated that person and could get away with murder without being punished?” And so on.
These are all questions that deserve an answer, but my colleague wanted to start first with a clear example that seemed unquestionably wrong to everyone. “Well, suppose that the passer-by wanted to live, and wasn’t a criminal? How about if the passer-by were a helpless and innocent child?” More questions and objections. Finally he had an inspiration for an example to use: the hunter’s killing Bambi’s mother in the Disney film. Everyone agreed that there was a despicable action.
Those cute Disney animals, with their big brown eyes, tug at our heartstrings. Real animals—when they’re cute enough, anyway—affect most of us in the same way. Think of the widespread reaction years ago when Brigitte Bardot held those adorable baby seals up to TV cameras, and then we saw them clubbed by seal hunters. (Big brown eyes again.) Suppose as part of your job you had to exterminate unwanted kittens in an animal shelter. Could you do it?
What’s interesting is how strong these reactions are. Even if we know that those kittens must be destroyed, and that it will be done painlessly, it’s extremely difficult to get used to the idea.
The 2½-year-old daughter of a friend of mine was caught by her father squashing an ant.
“Katrina,” he said, “you should not have done that. That was Tony the ant. Tonight in the anthill, Tony’s mum will be very sad because Tony won’t be coming home.”
Katrina contemplated this for a moment, then her face lit up, and she announced, triumphantly, “No she won’t. I killed her too.”
SOME QUESTIONS TO THINK ABOUT: What is it about certain animals (cartoon or real) that rouses these reactions? It’s not at all clear that cuteness has any deep relevance to the morality of ways of treating animals. It has to be just as immoral to squash a cute kitten as it is to squash a really ugly (but harmless) rat. Nobody has any trouble swatting flies: is it because they’re not even a little cute? Imagine that flies just happened to look like tiny teddy bears. How would you feel then?
FOR FURTHER READING: The MARK III BEAST is a mechanical contraption that looks like a beetle. It runs around the floor looking for an electrical outlet to “feed” on. It “purrs” while eating or when held. It makes shrill little noises when attacked. It feels comfortably warm to the touch. It’s enormously difficult to “kill.” This amusing story is told in The Soul of Anna Klane by Terrell Miedaner (New York: Coward, McCann & Geoghegan, 1977), reprinted, with philosophical commentary, in The Mind’s I by Douglas R. Hofstadter and Daniel C. Dennett (New York: Basic Books, 1981).