yastrebova-vladykina_uchebnik_2_kursa

CONTENTS
CONTENTS ...........................................................................................................................	3
ПРЕДИСЛОВИЕ .................................................................................................................	7
PART I .................................................................................................................................	10
INTERPERSONAL RELATIONS ......................................................................................	10
Unit 1. PARENTS AND CHILDREN ............................................................................	10
Reading 1........................................................................................................................	10
Speaking 1 ......................................................................................................................	11
 Reading 2. Welcome to British Short Stories of Today .............................................	12
 Vocabulary List 1.......................................................................................................	13
Word Building................................................................................................................	15
 VOCABULARY PRACTICE....................................................................................	17
 Speaking 2.................................................................................................................	21
Reading 3........................................................................................................................	22
Language Work ..............................................................................................................	23
Speaking 3 ......................................................................................................................	24
Reading 4........................................................................................................................	25
Language Work ..............................................................................................................	27
Speaking 4 ......................................................................................................................	28
 Writing 1....................................................................................................................	30
Unit 2. MEN AND WOMEN ..........................................................................................	34
 Reading 5 ...................................................................................................................	34
 Vocabulary List 2.......................................................................................................	35
Word Building................................................................................................................	36
 VOCABULARY PRACTICE....................................................................................	36
Speaking 5 ......................................................................................................................	39
Reading 6........................................................................................................................	40
Language Work ..............................................................................................................	40
 Writing 2 ...................................................................................................................	43
GRAMMAR.....................................................................................................................	45
INFINITIVE AND INFINITIVE CONSTRUCTIONS .....................................................	45
I. Common Structures with the Infinitive .......................................................................	46
 II. For-phrases with the Infinitive .............................................................................	54
 III. Infinitive Constructions........................................................................................	55
1. Complex Object ......................................................................................................	55
2. Complex Subject.....................................................................................................	60
GRAMMAR REVISION ..................................................................................................	65
PART II................................................................................................................................	67
EDUCATION.......................................................................................................................	67
UNIT 3. AT SCHOOL IN THE UK AND THE USA ...................................................	67
Reading 1........................................................................................................................	67
 Vocabulary List 1.......................................................................................................	69
Word Building................................................................................................................	71
 VOCABULARY PRACTICE....................................................................................	73
 Speaking 1 .................................................................................................................	76
Reading 2........................................................................................................................	77
Language Work ..............................................................................................................	78
Speaking 2 ......................................................................................................................	80
Reading 3. Welcome to British Short Stories of Today..................................................	80
Language Work ..............................................................................................................	81
Speaking 3 ......................................................................................................................	84
 Reading 4 ...................................................................................................................	86
Language Work ..............................................................................................................	87
Speaking 4 ......................................................................................................................	91
 Writing 1....................................................................................................................	91
UNIT 4. AT COLLEGES AND UNIVERSITIES IN THE UK AND THE USA.......	96
Reading 5 ....................................................................................................................	96
Language Work ..............................................................................................................	97
 Vocabulary List 2.....................................................................................................	101
Word Building..............................................................................................................	104
 VOCABULARY PRACTICE..................................................................................	105
Speaking 5 ....................................................................................................................	109
Reading 6......................................................................................................................	110
Language Work ............................................................................................................	112
 Speaking 6 ...............................................................................................................	115
Reading 7......................................................................................................................	117
Language Work ............................................................................................................	118
Speaking 7 ....................................................................................................................	119

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 Writing 2..................................................................................................................		119
GRAMMAR...................................................................................................................		122
GERUND ........................................................................................................................		122
 I. Uses of the Gerund ...............................................................................................		122
1.	The use of the present form ..................................................................................	122
2.	The use of the perfect form ...................................................................................	122
3.	Active gerund with a passive meaning..................................................................	123
 II. Syntactic Functions of the Gerund ......................................................................		123
1.	Gerund as subject..................................................................................................	124
2.	Gerund as adverbial modifier................................................................................	125
3.	Gerund as direct object .........................................................................................	125
4.	Gerundial complex as object and subject..............................................................	126
5.	Gerund as prepositional object..............................................................................	127
6.	Gerund as prepositional object after adjectives.....................................................	128
7.	Gerund as attribute after nouns .............................................................................	129
 III. Gerund versus Infinitive.....................................................................................		130
1.	Some common verbs followed by the infinitive ...................................................	130

2.Verbs followed by either the infinitive or the gerund with no difference in meaning131

3.The use of gerund after the verbs advise, allow, encourage, permit and recommend131

4.Verbs followed by either the infinitive or the gerund with a difference in meaning132

GRAMMAR REVISION ................................................................................................	133
PART III ............................................................................................................................	137
EMPLOYMENT ................................................................................................................	137
UNIT 5. LOOKING FOR A JOB................................................................................	137
 Reading 1 .................................................................................................................	137
 Speaking 1 ...............................................................................................................	138
 Vocabulary List 1.....................................................................................................	138
 VOCABULARY PRACTICE..................................................................................	140
Reading 2......................................................................................................................	142
Speaking 2 ....................................................................................................................	145
 Writing 1..................................................................................................................	145
UNIT 6. GETTING A JOB ...........................................................................................	148
Reading 3......................................................................................................................	148
Language Work ............................................................................................................	150
 Vocabulary List 2.....................................................................................................	152
Word Building..............................................................................................................	154
 VOCABULARY PRACTICE..................................................................................	155
Speaking 3 ....................................................................................................................	158
 Writing 2..................................................................................................................	160
Reading 4......................................................................................................................	161
Language Work ............................................................................................................	164
 Vocabulary List 3.....................................................................................................	164
 VOCABULARY PRACTICE..................................................................................	166
 Speaking 4 ...............................................................................................................	167
 Writing 3 ..................................................................................................................	168
UNIT 7. UNEMPLOYMENT .......................................................................................	170
Reading 5......................................................................................................................	170
Language Work ............................................................................................................	172
 Speaking 5 ...............................................................................................................	174
 Reading 6. Welcome to British Short Stories of Today ...........................................	174
Language Work ............................................................................................................	176
Word Building..............................................................................................................	176
 Vocabulary List 4.....................................................................................................	178
 VOCABULARY PRACTICE..................................................................................	180
Speaking 6 ....................................................................................................................	182
Writing 4 ......................................................................................................................	183
GRAMMAR...................................................................................................................	184
PARTICIPLE ..................................................................................................................	184
 I. Uses of the Present Participle ...............................................................................	184
1. Present participle or past participle after there is / there are.................................	184
2. Present participle after have difficulty, have a hard / difficult time, spend / waste time, energy, money		184
 3. Present participle after find, catch, leave..........................................................	184
4. Present participle of the verbs of physical activity after go ..................................	185
 II. Adjectival Participles ..........................................................................................	185
1. The most common participles used as adjectives..................................................	185
2. Compound participle adjectives............................................................................	186
 3. Participle adjectives with a difference in meaning ...........................................	188
 III. Participle Phrases (зависимые причастные обороты) .....................................	188
1. Participle phrases in place of relative clauses .......................................................	189
2. Present participle phrases in place of co-ordinate clauses and clauses of result...	192
3. Past participle phrases in place of co-ordinate clauses..........................................	193

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4. Participle phrases in place of adverbial clauses ....................................................	193
 IV. Uses of Participle Phrases Preceded by Conjunctions .......................................	196
1. When and while + present participle .....................................................................	196
2. When (while), if / unless, as if / as though, although / though + past participle in place of clauses of time, condition, manner and
concession............................................................................................................	196
 V. Have / Get + Something + Done .........................................................................	197
GRAMMAR REVISION ................................................................................................	198
PART IV.............................................................................................................................	202
PEOPLE AND LIFESTYLES...........................................................................................	202
UNIT 8. SOCIETY: ALL WORK AND NO PLAY..?................................................	202
 Reading 1 .................................................................................................................	202
 Vocabulary List 1.....................................................................................................	204
 VOCABULARY PRACTICE..................................................................................	207
 Speaking 1 ...............................................................................................................	212
 Writing 1 ..................................................................................................................	213
 Reading 2 .................................................................................................................	215
Language Work ............................................................................................................	217
Speaking 2 ....................................................................................................................	222
Reading 3......................................................................................................................	224
 Speaking 3 ...............................................................................................................	226
 Writing 2..................................................................................................................	229
Developing Communicative Skills: oral and written presentation ............................	230
Unit 9. HEALTHY LIVING .........................................................................................	231
 Reading 4 .................................................................................................................	231
 Vocabulary List 2.....................................................................................................	232
Word Building..............................................................................................................	235
 VOCABULARY PRACTICE..................................................................................	237
 Speaking 4 ...............................................................................................................	241
 Writing 3 ..................................................................................................................	242
Reading 5......................................................................................................................	242
Language Work ............................................................................................................	245
 Speaking 5 ...............................................................................................................	246
Reading 6......................................................................................................................	247
Language Work ............................................................................................................	249
Speaking 6 ....................................................................................................................	249
 Writing 4 ..................................................................................................................	250
Developing Communicative Skills: oral and written presentation ............................	253
GRAMMAR...................................................................................................................	255
 CONDITIONAL SENTENCES..................................................................................	255
I. Types of Conditional Sentences ................................................................................	255
1. Conjunctions other than if.....................................................................................	256
2. Verbs in a continuous form...................................................................................	259
3. Modal verbs in conditional sentences ...................................................................	260
II. Mixed Conditional Sentences ..................................................................................	261
III. Reduced Conditional Clauses .................................................................................	261
IV. Inversion.................................................................................................................	262
WISH FOLLOWED BY THE PAST FORMS ................................................................	263
 AS IF / AS THOUGH IN COMPARISON CLAUSES................................................	268
 IT’S TIME FOLLOWED BY THE PAST FORM.......................................................	270
GRAMMAR REVISION ................................................................................................	271
PART V ..............................................................................................................................	273
IT’S A SMALL WORLD ...................................................................................................	273
UNIT 10. CHALLENGES AND BREAKTHROUGHS .............................................	273
 Reading 1 .................................................................................................................	273
 Vocabulary List........................................................................................................	275
Word Building..............................................................................................................	279
 VOCABULARY PRACTICE..................................................................................	280
 Speaking 1 ...............................................................................................................	284
Writing 1 ......................................................................................................................	285
Reading 2. Science or Fiction? .....................................................................................	286
Language Work ............................................................................................................	290
Language Work ............................................................................................................	296
Speaking 2 ....................................................................................................................	299
 Writing 2 ..................................................................................................................	300
Developing Communicative Skills: oral and written presentation ............................	303
UNIT 11. THE GLOBAL VILLAGE (REVISION) ...................................................	304
Reading ........................................................................................................................	304
Speaking .......................................................................................................................	310
Writing .........................................................................................................................	310
Language Skills Review ...............................................................................................	310

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GRAMMAR...................................................................................................................	315
 SHOULD AND THE SUBJUNCTIVE AFTER CERTAIN VERBS, NOUNS, AND ADJECTIVES		315
PURPOSE CLAUSES INTRODUCED BY SO THAT .................................................	317
 MODAL VERBS ........................................................................................................	318
I. Modal Verbs: Deduction and Possibility...................................................................	319
1. Deduction: must / can’t (couldn’t) ........................................................................	320
2. Possibility: may / might / could.............................................................................	321
II. Other Meanings of Modal Verbs .............................................................................	324
III. Modal Verbs Should and Need ...............................................................................	327
GRAMMAR REVISION (Conditional Sentences, Subjunctive Mood, Modal Verbs)....	328
GLOSSARY........................................................................................................................	331
READER............................................................................................................................	336
EDUCATION.................................................................................................................	336
EMPLOYMENT............................................................................................................	343
APPENDIX I .....................................................................................................................	347
APPENDIX II....................................................................................................................	356
APPENDIX III ..................................................................................................................	359
APPENDIX IV...................................................................................................................	364
BIBLIOGRAPHY ..............................................................................................................	369

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ПРЕДИСЛОВИЕ

Настоящая книга представляет собой учебник для студентов, изучающих английский язык для практического использования в профессиональной деятельности, в том числе в области международных отношений и межкультурной коммуникации. Цель учебника – формирование и дальнейшее развитие коммуникативной компетенции студентов во взаимосвязи речевой, языковой (на среднепродвинутом уровне владения лексико-грамматическим материалом) и социокультурной компетенций.

Учебник написан с учетом новейших достижений отечественной методической школы и зарубежных методик обучения иностранному языку. Курс построен по тематическому принципу. Выбранные темы затрагивают широкий круг актуальных вопросов, важных для осуществления межкультурной коммуникации и в определенной степени связанных с деятельностью в области международных отношений, и в то же время позволяют опираться на жизненный опыт и знания студентов.

Тексты всех разделов учебника аутентичны, отличаются высокой информативностью, жанровым и стилистическим разнообразием и представляют собой материалы из журнальных и газетных аналитических статей, научнопопулярных статей, отрывки из художественных произведений современных английских и американских писателей, а также материалы энциклопедического, справочного и рекламного характера. Материалы из периодических изданий относятся к 1999–2005 годам.

Учебник направлен на решение следующих конкретных учебных задач:

значительно расширить словарный запас студентов по изучаемым темам как активный, так и пассивный;

обеспечить закрепление и активизацию грамматического материала по темам, представленным в соответствующих разделах;

углубить знания об особенностях английской языковой системы (словообразование, употребление фразовых глаголов и идиом, часто встречающиеся свободные словосочетания );

развить умения ознакомительного, просмотрового, поискового и аналитического и экстенсивного чтения;

развить умения устной речи, в том числе ведения беседы и дискуссии, выступления с сообщением и докладом;

развить умения и навыки письменной речи, включая разные виды эссе, доклады, аналитические обзоры

(surveys);

расширить знания особенностей менталитета и ценностных ориентаций представителей разных культур (англоязычных стран в сравнении с Россией).

Названные задачи определяют структуру учебника, который состоит из пяти частей и одиннадцати уроков. В конце учебника имеется глоссарий, приложение и дополнительные тексты для чтения (“The Reader”). Каждый урок четко структурирован, что облегчает работу как студентов, так и преподавателей. Уроки (за исключением последнего, предназначенного для итогового повторения) состоят из нескольких разделов. Развитие языковой компетенции обеспечивают разделы “Vocabulary List”, “Vocabulary Practice”, “Word Building”, “Language Work”

и “Grammar”. Раздел “Grammar” помещен в конце каждой части учебника и включает следующие темы: «Инфинитив и инфинитивные конструкции» (часть I), «Герундий»(часть II), «Причастие» (часть III), «Условные предложения» (часть IV), «Сослагательное наклонение» (части IV и V), «Модальные глаголы» (часть V). Разделы

“Reading», “Speaking”, “Writing”; а также “Developing Communicative Skills: oral and written presentation”, вклю-

ченный в новое издание (уроки 8–10), направлены на развитие речевой и социокультурной компетенций.

В перечисленных разделах выделен материал, являющийся базовым (помечен знаком ) для каждого урока. Базовый материал включает основной текст (обычно Reading 1 или Reading 2), выделенный на его основе словарный список (Vocabulary List), систему упражнений для его активного усвоения (Vocabulary Practice), задания на развитие устной (Speaking) и письменной (Writing) речи.

Такое модульное построение частей и уроков (units) учебника позволяет преподавателю проявлять гибкость при отборе материала и определении нужной глубины его проработки в зависимости от сетки часов и условий конкретного вуза. Весь курс рассчитан на занятия в течение двух семестров при 6–8 часах в неделю; базовый материал может быть изучен при сетке 4 часа в неделю.

Характеристика разделов и методические рекомендации.

Vocabulary List содержит словарные списки, в которые входят лексические единицы с их производными, отобранные с учетом частотности их употребления в языке, тематики уроков и важности для языка специальности и дальнейшей профессиональной деятельности. Для многозначных единиц приводятся не только значение, в котором слово реализуется в тексте, но и другие наиболее употребительные значения. Даются примеры часто

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встречающихся словосочетаний. Такая организация словарного списка развивает “чувство языка» и способствует формированию языковой компетенции студентов.

Раздел Vocabulary Practice включает систему упражнений, направленных на активизацию лексики во время аудиторных занятий и самостоятельной работы. Задания располагаются по степени повышения сложности, разнообразны по форме и способствуют развитию навыков самостоятельной работы над языковым материалом. Упражнения на перевод с английского языка на русский и с русского языка на английский, включая упражнения на свободный перевод, не только закрепляют лексику, но и призваны заложить основы переводческих умений.

Вразделе Word Building, целью которого является расширение словарного запаса студентов, активизируются наиболее употребительные словообразовательные модели, характерные для изучаемого слоя лексики. Первое упражнение раздела рекомендуется выполнять под руководством преподавателя, последующие предназначены для самостоятельной работы (для более сильных групп возможно полностью включить этот раздел в самостоятельную работу с использованием словаря).

Враздел Language work, который следует за текстами в разделе “Reading” (как правило, за исключением основного текста), включены упражнения на усвоение лексических единиц из текста, представляющих особый интерес, а также на фразовые глаголы, идиомы и отдельные грамматические явления, не связанные с основной грамматической темой урока, но часто вызывающие затруднения у студентов. Цель раздела – развитие языковой компетенции студентов; этот материал может быть использован как для самостоятельной, так и для аудиторной работы

Вразделе Grammar в соответствии с функциональным подходом, теоретический материал изложен в краткой форме с использованием таблиц, моделей и пояснений к ним. При этом основное внимание уделяется особенностям употребления грамматических явлений, традиционно вызывающих трудности у русскоговорящих студентов. Знакомство с грамматическим материалом рекомендуется проводить на аудиторных занятиях под руководством преподавателя. Благодаря наглядной и доступной форме изложения, при последующей самостоятельной работе у студентов не возникает необходимости обращаться к дополнительным учебникам грамматики. Все объяснения иллюстрируются примерами и сопровождаются упражнениями, позволяющими отработать конкретные грамматические навыки. Примеры и тексты упражнений являются яркими фрагментами современной английской и американской письменной речи. Важными критериями при их отборе была их информативность и принадлежность того или другого грамматического явления к определенному регистру речи. Авторы старались не перегружать грамматические объяснения специальной терминологией, выбирая самые простые и легкие для восприятия грамматические термины или обходясь без них. Содержательность предложений стимулирует мыслительную активность студентов

испособствует лучшему усвоению материала. В конце каждого грамматического раздела приводятся тексты для повторения изученного материала, которые могут быть использованы в режиме самостоятельной работы.

Раздел Reading включает текст, предназначенный для развития определенного вида чтения и систему упражнений к нему. Тексты снабжены комментариями. Предтекстовые упражнения направлены на актуализацию фоновых знаний, на выдвижение и проверку гипотез, развитие языковой догадки, что является важной составляющей в обучении быстрым видам чтения. Такие упражнения выполняются в аудитории, так же, как и собственно чтение; при этом время, отведенное на чтение, ограничено примерной скоростью характерной для конкретного его вида (см. подробно в Книге для преподавателя). Эти же тексты можно использовать для изучающего (аналитического) чтения дома с последующей проверкой понимания с помощью вопросов после текста (comprehension questions). Этот вид работы не является обязательным и используется преподавателем в зависимости от уровня подготовленности группы. Обязательными являются тексты, специально предназначенные для изучающего чте-

ния (reading for detail).

Раздел Speaking тематически связан с соответствующим разделом Reading и содержит задания для развития подготовленной и неподготовленной монологической и диалогической речи (комментарии, доклады, обсуждение проблемы в парах, за "круглым столом", ролевые игры) на аудиторных занятиях. В этом разделе приводятся высказывания известных людей по разным вопросам, короткие тексты проблемного характера по теме урока, стимулирующие студентов к высказыванию собственного мнения, к дискуссии. Особое внимание уделяется обучению логичному и последовательному построению собственного высказывания на основе приведенных образцов. В заданиях даны формулы речевого этикета применительно к разным стилям общения. При подготовке докладов и ролевых игр студенты используют дополнительный материал из разделов Appendix и The Reader. Подготовка к этим видам работы предполагает обсуждение с преподавателем основных моментов выполнения задания (см. часть II Speaking 6, часть III Speaking 4, часть IV Speaking 3 и 5,

часть V Speaking 1).

Раздел Writing логически связан с разделом Speaking и предлагает последовательную и целостную систему обучения письменной речи, начиная с соединения частей высказывания в сложное предложение до постро е- ния параграфа (paragraph) на основе образцов и готовых фрагментов. Студенты учатся также создавать из этих параграфов письменные тексты разных жанров (эссе типа "for and against" и эссе, выражающие личную точку

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зрения; аналитические обзоры) с использованием соответствующих языковых средств и пунктуации. В раздел включены также задания практической направленности – по написанию деловых писем, заявлений о приеме на работу, составлению анкет и т.д.

Все задания этого раздела предполагают работу по развитию навыков письменной речи в системе «аудиторное занятие – самостоятельная работа»; затем необходим подробный анализ творческих работ преподавателем и разбор типичных ошибок в аудитории.

Раздел Developing Communicative Skills: oral and written presentation построен на проектных работах и направлен на комплексное обучение продуцированию устной и письменной речи, приобретение социокультурных знаний в условиях большей автономности студентов.

Подробные рекомендации по работе с учебником даны в Книге для преподавателя (Е.Б. Ястребовой, Л Г. Владыкиной)

Идея и разработка концепции данного учебника принадлежит Е.Б. Ястребовой; разработка концепции раздела Grammar – Л.Г. Владыкиной.

Разделы Reading, Speaking, Writing и Developing Communicative Skills: oral and written presentation написаны Е.Б. Ястребовой; раздел Reading 7 (part II) – Л.Г. Владыкиной, раздел Speaking 3 (2) (part III) – М.В. Ермаковой.

Текстовые материалы в разделах Speaking 3 и 4 (part II), Speaking 1 (part IV), Reading 2, текст 1 (part V), тексты 3 и 6 (unit 11) подобраны Л.Г. Владыкиной; в разделах Speaking 2 (part I), Speaking 3 и 6 (part III), Speaking 6 (part IV), Reading 1 (part III), Reading 6 (part IV) – М.В. Ермаковой.

Разделы Vocabulary Lists, Vocabulary Practice и Word Building в уроках 1-6 написан Е.Б. Ястребовой; в уроках

8–10 – М.В. Ермаковой, Vocabulary List урока 10 – Л.Г. Владыкиной.

Раздел Language work в уроках 1, 2, 5–9 написан Е.Б. Ястребовой; в уроках 3, 4 – Л.Г. Владыкиной; в уроке 10

– Е.Б. Ястребовой и Л.Г. Владыкиной. Раздел Language skills review в уроке 11 – М.В. Ермаковой. Упражнения в разделе Phrasal Verbs написаны М.В. Ермаковой.

Раздел Grammar написан Л.Г. Владыкиной. М.В. Ермаковой в теме “Infinitive and Infinitive Constructions” (раздел Infinitive) написаны упражнения на перевод с русского языка на английский и раздел Grammar Revision; в теме “Gerund” – разделы Gerund as Prepositional Object, Gerund versus Infinitive и Grammar Revision.

The Reader написан Л.Г. Владыкиной (тексты 1, 2 Education) и Е.Б. Ястребовой. The Glossary написан М. В. Ермаковой и Л. Г. Владыкиной.

Данный учебник в течение нескольких лет используется в практической работе на кафедрах английского языка факультета международных отношений и факультета политологии МГИМО (У) МИД РФ, ряде других вузов РФ.

Авторы выражают глубокую признательность своим коллегам – преподавателям кафедры английского языка № 1 МГИМО (У) МИД РФ, оказавшим помощь при работе над учебником:

преподавателю Л.А. Тарасовой, которая предоставила текстовой материал к разделу Reading 5 в уроке 7 и составила упражнения 55–57 в разделе Vocabulary Practice этого урока;

старшему преподавателю E.Б. Матковской, которая предоставила материал к разделу “Idioms: heart, head, hand(s)”;

профессору Т.А. Константиновой, доценту Е.А. Аничкиной, доценту Н.В. Родоман и другим, чьи советы бы-

ли полезны в нашей работе.

Авторы выражают благодарность рецензентам – профессору кафедры стилистики английского языка факультета гуманитарных и прикладных наук Московского государственного лингвистического университета, д. фил. н. Е.Г. Беляевской; профессору кафедры английского языка № 1 МГИМО (У) МИД РФ, к. фил. Н. В. Н. Трибунской, кафедре английского языка для факультета международных отношений Санкт-Петербургского государственного университета, (зав. кафедрой, доцент, к. фил. н. Н.М. Тимченко).

Авторы благодарят Н.В. Рыбакова, чья безотказная помощь в решении технических вопросов позволила подготовить учебник к изданию.

Авторы с признательностью примут критические замечания и предложения, которые могут возникнуть при работе с данным учебником.

Авторы

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PART I

Interpersonal Relations

UNIT 1.

PARENTS AND CHILDREN

READING 1

When you skim a text (read it quickly for general meaning) you don’t have to understand every word or sentence. You should try to understand important ideas.

Pre-reading questions:

1.Do you think parents should influence their children’s choice of lifework?

2.What role did your family play in your choice of a career? Did anyone in your family choose the same career?

3.Do you know anyone who comes from a family that has been in the same profession for generations?

4.Have you heard of any dynasties in politics, diplomacy, etc.?

Reading notes:

1.Jack – John Fitzgerald Kennedy, J. F. K., 1917–1963, US President 1961–1963, was assassinated while in office.

2.Bobby – Robert Francis Kennedy, R. F. K., US senator and candidate for the Democratic nomination in the 1968 presidential election, was assassinated in June 1968.

3.Ted – Edward Kennedy, the younger brother of J. F. K. and R. F. K., US senator since 1962. His career was damaged when his car went off the bridge at Chappaquiddick and sank. Kennedy managed to swim away but his female passenger was killed.

Skim the text which is an extract from the article “John Fitzgerald Kennedy Jr. 1960–1999”1 published in Time magazine. Find out:

1.if Joseph Kennedy influenced his sons’ choice of a career

2.what values the Kennedy family consider supreme

3.in what way the younger Kennedy generation is different from their forebears

The Kennedy Family Business is Public Life, but It’s not Just Politics Anymore

Joseph P. Kennedy, founder of the Kennedy clan, wanted badly for his sons to conquer Washington. But he didn’t much like the term politics, a word that implied a world of abandoned ideals and fishy dealings. What Joe preferred was the more sanitary phrase public service. All the same, Joe’s main notion of public service was the kind that gets you a seat in Congress and then a desk in the Oval Office2. So when it came to choosing their lifework, Kennedy’s sons had no options.

At first it was brilliantly successful Joe, Jr., who his father aimed at Washington. His second son John was naturally anxious to avoid direct competition with his brother, so he steered clear of Harvard and enrolled instead at Princeton University. After two months an illness forced him to drop out of school and return home. By the time he was ready to start again next year, he had given in to the urgings of his family and agreed to join his brother at Harvard. When in Harvard he started to lean toward a writing career. But in October, 1941, as the US moved close to war, Kennedy dropped everything to accept a commission in the Navy. On a summer night in the South Pacific in 1943, Lieutenant Kennedy was in command of PT-109 boat when it was sunk by a Japanese destroyer. He managed to marshal the surviving members of his crew and swim them to a nearby island. It was while he was still in hospital that Jack learnt that his older brother Joe had been killed while flying a dangerous mission over Europe. This in effect settled Jack’s career plans – though he got a job as a reporter for the Hearst newspapers and continued to talk about his writing career, his family now demanded that he go into politics. As his father recalled years later: “I told him Joe was dead and it was his responsibility to run for Congress. He didn’t want to. But I told him he had to.”

After the smoke of the 1960s cleared, after Jack and Bobby were buried and Ted drove his presidential prospects off the bridge at Chappaquiddick, the rest of the nation looked reflexively to the next generation of the Kennedys to see which of them would end up on campaign posters. But of 29 cousins, only four have so far gone on to elected office. Ted’s son Patrick is a Congressman from Rhode Island. Mark Shriver, the son of Eunice Kennedy and Sargent Shriver,

1The second paragraph comes from The People's ALMANAC by David Wallechinsky and Irving Wallace, New York, 1975.

2The Oval Office – the office of the US President in the White House

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is a second-term Maryland state legislator. Bobby’s daughter Kathleen Kennedy Townsend is that state’s Lieutenant Governor1. Her brother Joe II was a six-term Congressman from J.F.K.’s old Boston district before he retired from politics last year.

And it’s probably not coincidental that those last two are Joseph Kennedy’s eldest grandchildren, the ones closest in time to his message about the supreme importance of elected office. At the age of 17, Joe II was already asking, “What other way is there for someone like me to accomplish something of value?” It turns out there were plenty of other ways. Among the Kennedy cousins, public service is still a kind of genetic predisposition. But most of them have served public purposes through private means, by way of charitable foundations or lives of activism pursued far from any election campaign.

The notion of a wider world and the responsibilities that come with it was installed in the Kennedy psyche early on. Ted’s kids were encouraged to sit in when he held staff meetings at home. In summer the cousins would gather for weeks at the Hyannis Port compound, where each night they were expected to arrive at the dinner table ready to discuss one current event.

Campaign experience came early too. From childhood, the cousins were squirming onstage at rallies. Kathleen took part in Uncle Ted’s 1980 presidential campaign.

At the same time, it’s not hard to see why the younger Kennedys would have second thoughts about pursuing public office, and not only because Jack and Bobby were assassinated.

For one thing, the Kennedy cousins have suffered the attention of the media from the moment they were old enough to cut a high school class or fail a bar exam2. It’s enough to make any sane person wary of doing anything that would bring the media further into one’s life. Like run for office.

There was also the problem that the Kennedys share with everyone descended from a famous forebear – how to escape seeming a pale version of the original. Joe Kennedy, who came to Congress worried that he could never match the luster of his famous elders, once told friends, “Every time I speak, a lot of people expect to hear President Kennedy’s Inaugural Address.”

Nobody expects the Kennedy cousins to completely abandon the family business of ordinary politics. Patrick, just 32, is well positioned to move someday from the House to one of Rhode Island’s Senate seats. Kathleen’s ambitions for higher office are no secret. Joe II once reflected on what drove him and his cousins into an outside world where they often got rough handling and worse. “In this family, when you’re called, you go.” A lot of the younger Kennedys have managed to go their own way all the same.

/Richard Lacayo, Time, August 2, 1999/

Read the text again for detail and answer the questions:

1.What was Joseph Kennedy’s idea of public service?

2.What made John Kennedy prefer Princeton University to Harvard?

3.Why didn’t he return to Princeton after his illness?

4.What career was John interested in?

5.Why did he have to change his career plans?

6.How many of Joseph’s grandchildren went into politics?

7.What problems were they faced with?

8.In what atmosphere were the Kennedy children brought up?

9.What kind of public service did most of the younger Kennedys choose?

SPEAKING 1

What Role do the Parents’ Occupation and Family Atmosphere Play in One’s Choice of a Career? ☻ Read the passage below and say what was it that determined the careers of Freud’s children.

Sigmund Freud had 3 sons and 3 daughters, all of whom were overshadowed by his genius. He was a liberal, loving father – affectionate, but not demonstrative. His work was so demanding that the children were raised largely by their mother, Martha, but in a harmonious atmosphere.

Martin, the eldest son, has described his childhood in Vienna around the turn of the century as idyllic. In 1957, he wrote candidly, “I have never had any ambition to rise to eminence... I have been quite happy and content to bask in reflected glory ... The son of a genius remains the son of a genius, and his chances of winning human approval of anything he may do hardly exist if he attempts to make any claim to a fame detached from that of his father.” Martin’s only claim to fame was as a devoted son; he headed his father’s publishing firm, handled his father’s finances and legal affairs.

1lieutenant governor – an official substituting for the governor general of a province or district

2a bar exam – the exam one must take to become a lawyer

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Anna, the youngest child, was her father’s favorite. They were extremely close, their communication almost telepathic. In Freud’s last years, Anna, a prominent practicing child psychoanalyst, was her father’s nurse, companion, secretary, co-worker, and shield against the intrusions of the world. In 1935, during a period of illness, Freud wrote that “the one bright spot in my life is the success of Anna’s work.”

/David Wallechinsky and Irving Wallace,

The People’s ALMANAC, New York. 1975/

☻ Pairwork Discussion questions:

Do you think children tend to follow in their parents’ footsteps or choose a different occupation? What can account for their choice? Can you give examples to support your viewpoint?

Discuss in pairs and tell the class about the conclusion you’ve come to. The following phrases can be useful. Expressing Personal Opinions

Formal	Less formal and informal
I’d like to point out	I believe	If you ask me
The way I see it / As I see it	It seems to me	I think
As far as I am concerned	To my mind	I guess
In my view		I reckon (Br)
In my opinion

 READING 2. Welcome to British Short Stories of Today

Pre-reading questions:

1.What do people consider to be the “normal family” today?

2.Do you think there is an ideal family situation?

3.Look at the list of words and say which family situation they describe or what potential problems these situations may cause. If you do not know any of these words look them up in the glossary (p. 573).

nuclear family	extended family	single-parent family	to court
generation gap	breadwinner	old people’s homes	widow

4.Read the summary of the story “The Wedding Jug” and say which of these words can describe this particular family situation and what problems this family might have.

Read the text and answer comprehension questions.

The Wedding Jug

This is another glimpse of family life seen through the eyes of an adolescent boy. It’s more than that, though. Grannie may be tiresome now and her daughter and grandson may have problems in living their own lives under her eye. But she had her day, and quite a surprising one!

“Where are you going?” my grandmother would demand of her daughter, forty-six and a widow for fifteen years. “I'm going out.” My mother would look defiant as I imagine she had done at sixteen, and always would do. “You’re not going with that man, are you? You should be ashamed of yourself, a woman of your age.”

“I am not a girl and I know what I’m doing. I deserve a bit of pleasure and I’m going to take it while I can.”

It was always like that on Saturday nights unless Ena, my sister, fell out1 with a boyfriend and decided to stay at home. Tonight they had gone – my mother and my sister, both courting. Neither of them seemed to care about my grandmother. It wasn’t like that for me. I just couldn’t go if there was a chance that the old woman would be left alone.

Sometimes on a Saturday Vivienne, my girlfriend, would keep us company and we would sit eagerly waiting for the chance to kiss whenever my grandmother left the living-room. I could rely on my grandmother to take her time, though. There would be things to be done upstairs. And when she did come down, she would make extra noise before she came back into the room.

But tonight we were alone. Grandmother settled comfortably in her armchair in front of the fire. Occasionally I would look up as I turned a page of the book I was reading. She was busy knitting a scarf.

“Pass me the tapemeasure out of that jug, please.”

“Which jug, Gran?”

“That jug by your hand. Yes, that’s it. Give it to me. I’ll find it.“

“This was my wedding jug,“ she said. “It was on the table on my wedding day. Full of rum.“ “Did you have a wedding cake, Gran?”

She seemed not to hear this.

“Do you know – in the middle of all that I saw a little boy standing at the door of the hall. He stood there with his cap in his hand, looking, and then he saw me and came up to where I was sitting. He was holding something in his right hand. It was a clean, white handkerchief, folded. He said, “I’ve brought a present for you,“ and he gave me the handkerchief. It had something in it. I took it in my hand and opened it.

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