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МИНИСТЕРСТВО ПРОСВЕЩЕНИЯ ПМР
ПРИДНЕСТРОВСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
им. Т. Г. ШЕВЧЕНКО
Рыбницкий филиал
кафедра иностранных языков
Егорова В.Г.
по практическому курсу английского языка для студентов V курса специальности «Иностранный язык с дополнительной специальностью».
Рыбница 2005
Данное учебно-методическое пособие предназначено для студентов V курса специальности «Иностранный язык с дополнительной специальностью». Пособие представляет собой разработку текстового материала и практических заданий по практическому курсу английского языка, в соответствии с рабочей программой по данной дисциплине.
Составители: ст. преп. кафедры ин. языков РФ ПГУ Егорова В.Г.
Рецензенты:
доцент, зав. кафедрой английской филологии филологического факультета ПГУ Флоря Е. П.
ст. преп. кафедры иностранных языков РФПГУ Мартынюк Т.П.
Рыбница 2005
Предисловие
Учебное пособие является приложением к учебнику под названием «Практический курс английского языка» под редакцией В.Д.Аракина. Такие темы как «Окружающая среда», «Образование», «Книги и читатели», «Проблемы молодежи» изучаются на втором, третьем и более углубленно на пятом курсах. Однако объем учебника, естественно, не позволяет рассмотреть все те актуальные, животрепещущие проблемы, которые предлагает сама жизнь. Преподавателю и студенту приходится использовать дополнительные материалы, выбор которых зачастую носит случайный характер. Данное пособие призвано помочь как студенту, так и преподавателю решить эту проблему.
Пособие состоит из четырех разделов, каждый из которых посвящен отдельной теме. Речевые упражнения обеспечивают возможность обсуждения самых разных аспектов проблем, обсуждаемых в пределах каждой темы, обоснования своей позиции, чему в немалой степени способствуют дискуссии типа «За» и «Против», поиск материала в периодических источниках и другие упражнения.
Пособие также предусматривает развитие навыков перевода: некоторые разделы снабжены текстами и упражнениями для свободного перевода с русского языка на английский и наоборот.
Авторы будут благодарны рецензентам за любые замечания и рекомендации по совершенствованию пособия.
Unit 1. Topic: What makes a good teacher of English as a foreign language?
Text 1 Planning a Career
Having a job and having a career are two very different things. A job is something you do to make money. You may enjoy the job, work hard at it and do well, but you are primarily doing it for the money to satisfy your other interests outside of the work environment. A career is something that inte grates your desires and interests so that it gives you satisfaction above and beyond the money you make. To have a career means commitment and de velopment but first of all planning. This process can begin at any age. For some people it starts when they are a small child and visit mom or dad at their place of work. For others it can come later through the inspiration of a teach er or exposure to a wider range of fields.
It is up to each individual to decide whether a job or career is best for them. People may share the same talent and interest but other aspects of their personality will dictate which direction to go with that interest. For example, one guitar player may decide to plan a career as a professional musician. Another may decide that the financial insecurity is too much for him, get a regular job and satisfy his musical interests in his free time.
Whether you decide to get a job or plan a career, the job market today is quite different from that of your parents (and even probably from your elder sibling). In the Soviet system, under raspredeleniye, young people were guar anteed a job upon graduation. Now, not only are there no guarantees after university, institute or school, but available jobs are scarce and difficult to secure. The young person in today's Russia faces a very competitive job market.
What do the new dynamics of the Russian job market mean for young people? First, if they have decided they want a career, they must start early in their academic life to plan and take steps to develop their professional ca reers. Second, in addition to a suitable background for a desired career, cre ativity, self-promotion and preparation are absolutely vital for any sort of success in the job search. Last, students must develop confidence in them selves and recognize the power that each of them has to take control of their future and shape it in a way that is best for them.
Comprehension
1. Read the text and say if you agree or disagree with the following statements. Give your own understanding of the problem.
1. Having a job and having a career are two very different things.
2. Planning a career can begin at any age.
3. The choice of a career does not only depend on a person's talents and interests.
4. To face a competitive job market is to have no guarantees for getting a job.
5. To take control of the future and to be well prepared for the chal lenges of the job market, one should take several very important steps.
2. Match the words from the text and the definitions given below.
1. To combine desires and interests.
2. Obligation.
3. Older brothers or sisters.
4. Jobs that may be obtained.
5. A situation in which you have to compete for a job.
6. The changes of the job market.
7. Education environment.
8. Self-encouragement.
9. Progress through life (career).
Text 2
Why People Work
Have you ever asked yourself what you are working for? If you have ever had the time to consider this question, or put it to others, you might well have heard some or all of the following, 'it's the money of course," some say with a smile, as if explaining something to a small child. Or it's the satisfaction of a job well done, the sense of achievement behind the clinching of an important deal. I worked as a bus conductor once, and I can't say I felt the same as I staggered along the swaying aisle trying to sell tickets without falling into someone's lap. It's the company of other people per haps, but if that is the case, what about farmers? Is it the conversation in the farmyard that keeps them captivated by the job? "Work is power and a sense of status," say those who have either attained these elusive goals, or feel distressed that nobody has yet recognized their leadership qualities. Or we can blame it all on someone else, the family or the taxman. I suspect, and I say this under my breath, that most of us work rather as Mr. Micawber lived, hoping for something to turn up. We'll win the lottery, and tell the boss what we really think. We'll scrape together the money and open that little shop we always dreamed of, or go around the world, or spend more time in the garden. One day we'll get that promotion we deserve, but until then at least we have something to do. And we are so busy doing it that we won't have time to wonder why.
Comprehension
1. Answer the questions.
1. Why do you think people do not usually ask themselves about their reasons for work?
2. What reasons for working are given in the passage? Do you think they are serious? What reasons for working can you suggest?
3. Who can say that work is power?
4. Does the author of the passage agree with the opinions he presents in the passage? Why?
5. What other reasons for working can you think of? (Extrinsic and in trinsic)
2. Give the English equivalents of the following word combinations.
запрещенный вопрос, завершение важной сделки, быть увлечен ным работой, осознание своего положения, достигать призрачные цели, признавать чье-то лидерство, огорчаться, говорить очень ти хо, подвернуться, выиграть в тотализаторе, наскребать, получить повышение по службе.
3. Summarize the information from Text1 and Text2 in three or four paragraphs using the words below. (Make up a plan of your summary first thing.)
to satisfy interests, the work environment, commitment, the inspiration, exposure, wide range of fields, the job market, competitive job market, a suitable background, creativity, self-promotion, job search, a sense of status, to attain elusive goals, to get promotion.
Text 3
Make Your Job Work for You
Your job can be a step in the direction of the rest of your life. How you fee] about it, what you learn from it, what you do with it or what it does to you helps you to decide where you go from there. If you want to get the most out of it, if you want it to lead you down the path of success, there are certain things you should do. Here are some suggestions:
Don't let the salary be your main reason for taking the job. Sometimes a lower paying job with the right company and the right contacts can do a lot more for you than a higher salary. Decide what is the lowest pay with which you can be satisfied. Then decide what other things can be-important. How much training and/or experience can you get on this job? Some companies give their new employees priceless training. On-the-job experience can be very valuable to you when you apply for your next job. It gives you the practical experience that no school can offer. This can lead to a much higher salary later. What chances are there for advancement within the company? Sometimes accepting a lower paying job gives you a chance to show your boss how capable you are and how valuable you can be to the company. This will pay off later.
Another very important item for you to think about when you apply for the job is the type of contacts you can make. Just as a smart student chooses pro fessors rather than just courses, a smart employee tries to meet and become friendly with the people who help him or her move ahead, either in this com pany or on the next job. Even if you cannot do that, however, just having the opportunity to meet and develop a relationship with different kinds of per sonalities can help you develop skills that may move you ahead much faster on your next job. Learning about the job from other people, or learning what it takes to move ahead in a company by observing other people, is an ex tremely valuable skill.
OK, so now you have the job and you want to make an impression — you want people to notice you. What can you do to become a valuable employee? Do a little bit more and do it well. It really is not that hard to be successful in your life. It's too bad, but many people try to do as little as they can on the job. Take advantage of that - do just a little bit more. This is not to suggest that you should allow anyone to take advantage of you. However, it is suggest ed that you do your work faithfully and competently and to the best of your ability at all times. There is a saying: "Build a better mousetrap and the world will beat a path to your door." One way to be noticed in a company is to suggest little things that can improve the routine way that things are done. You must be careful here, however. Sometimes a way of doing things has been established that has been carefully thought through and has advantages that you don't realize. The wrong suggestion can hurt you as much as the right suggestion can help you.
Do remember that other employees can be helpful to you. You should at least try not to score points by being critical of a fellow employee who is also doing his or her best job. Ambition, jealousy, and personality differences are encountered on any job, but the more friends you make and the fewer ene mies, the better position you are in. There are times when you will need the help of your fellow employees. It is then that your prior actions can result in the kind of back-stabbing that hurts.
There is another important point to be made. Sometimes you may real ize that you made a mistake by taking this job. Don't feel married to it. If it will help your career, quit it and look for another. This is the time when the friends you have made, the reputation you have earned on the job, and the experi ence and training you have gotten will be most helpful. No job is ever a waste of time because if you have given it your best, you have learned something from it. Take all this with you to your next job and continue to move up from there.
First, of course, you have to get the job. When you do, though, it's up to you to become a valuable employee. Good luck!
Comprehension
1. Explain in English.
to get the most out of the job, a job with the right company, priceless training, on-the-job experience, chances for advancement, a capable em ployee, to move ahead, valuable skills, to feel married to the job, fellow employees
2. Answer the questions.
1. What may the reasons for taking a lower paying job be? Which of them would you accept?
2. How can the contacts you make in the company help you move ahead?
3. What should you do to be a more important employee? Are you ready to do it? Why?
4. How do you understand: "Build a better mousetrap and the world will beat a path to your door"?
5. How can your fellow employees be helpful to you?
6. When do you think you should quit the job?
7. Why is it said that no job can be a waste of time? Do you share the author’s opinion?
3. Search for the information to illustrate at least one of the points written in bold type.
Text 4
The Job Interview
How you dress and act during an interview can be as important in creating an impression as what you have to say. Every employee becomes an individual representative of the organization. That's why employers prefer to hire men and women whose appearance and overall behavior present a positive image.
Dress in good taste. While many employers encourage individuality, let basic good taste determine how you dress for an interview. For men, this might mean a suit with complementary - rather than contrasting - accessories. Women should select fashions appropriate to the occasion, wear accessories in quiet good taste, and use cosmetics sparingly. Head-to-foot cleanliness and neatness will also help to create a good first impression.
Don't worry about being nervous. That's normal, and the interviewer will expect it. But you might wish to dry a damp brow or clammy hand just before you meet your interviewer. Once inside the room, try to relax - but don't slouch. Don't smoke unless invited to do so - or, if it relaxes you, ask per mission. Don't chew gum!
Know your interviewer's name. Greet your interviewer by name when you meet, and when you take your leave after the interview. If the name looks difficult, ask an office staff member how to pronounce it.
Be yourself. Remember that the interviewer wants to get to know some thing about you, not hear a memorized speech. Answer questions as fully as you wish; don't just respond with a yes or no.
Emphasize your goals and strong points. This may alert an interviewer to an attribute that didn't show up on your resume.
Be honest. Any effort to cover up or withhold the full truth probably will be discovered. Furthermore, you may only be kidding yourself. If you aren't interested in an employer's line of work or don't like something else about the organization, you might as well say so from the start. You probably wouldn't be happy working there even if you got the job.
Be ready for a few unexpected questions. Some interviewers have a "favor ite" or two they like to spring. Something like, "What can I do for you?", or "Why are you interested in working for us?"
Don’t be afraid to ask questions. You might wish to prepare one or two in advance. These should not deal with basic facts about the employer, because you should have checked them out beforehand. But a good question can in dicate interest in the organization. You might wish to ask a question that stress es one of your strong points, like: "Would you like to hear about my extracur ricular activities?", or "... my summer jobs?"
Be prepared/There are ways you can prepare yourself for interviewing. Your college placement office is experienced in acquainting students with basic inter viewing techniques and may have audiovisual aids that will assist you. Discussing your experience with friends can be helpful, but watch out! They're not you.
As you prepare for the interview process, remember one thing. The pur pose of an interview is not to intimidate you or to put you through an uncom fortable ordeal. It's to find a man or woman who has something to offer an organization, and to interest that person in working for that employer.
The interview is the most efficient way - in a relatively short time — for you and the representative of an employer to get to know each other. Inter viewers wouldn't be meeting with you if they weren't interested in the possi bility of hiring you.
Like everyone else, you have attributes that will make you a valuable employ ee. Evaluate yourself honestly. Have confidence in your abilities, and you may be surprised to learn that an interview can be a valuable — and enjoyable - experience.
Comprehension
1. Explain in English.
an attribute, to present a positive image, to encourage individuality, a suit with complementary, to slouch, a memorized speech, to spring a "favorite", to do (prepare) in advance, strong points, extracurricular activities, to put through uncomfortable ordeal
2. Answer the questions.
1. Why is it important to know all about the company for which you want to work before you go for an interview?
2. What is the purpose of the interview?
3. How should you dress to present a positive image?
4. What is "to act properly in an interview"?
5. Are the interviewers usually interested in the possibility of hiring you?
6. Why is it important to emphasize your strong points and goals?
7. Is an interview a big day in your life?
3. Make a list of things you should do before you come to the interview and a list of things you should not do during the interview.
Comment on the statements.
1. The more prepared for the interview you are the better, because be ing ready will help you overcome any feeling of panic and anxiety that may develop.
2. The purpose of the interview is to find the right person to the job and to make him or her interested in working for the employer.
3. Job hunting is a serious business, though sometimes it is like playing a game that you cannot play without knowing its rules.
Conversation. Discussion. Writing.
Text 5
People should be rewarded according to ability, not according to age and experience'
Young men and women today are finding it more and more necessary to protest against what is known as the 'Establishment': that is, the people who wield power in our society. Clashes with the authorities are reported almost daily in the press. The tension that exists between old and young could certainly be lessened if some of the most obvious causes were removed. In particular, the Establishment should adopt different attitudes to work and the rewards it brings. Today's young people are ambitious. Many are equipped with fine educations and are understandably impatient to succeed as quickly as possible. They want to be able to have their share of the good things in life while they are still young enough to enjoy them. The Establishment, however, has traditionally believed that people should be rewarded according to their age and experience. Ability counts for less. As the Establishment controls the purse-strings, its views are inevitably imposed on society. Employers pay the smallest sum consistent with keeping you in a job. You join the hierarchy and take your place in the queue. If you are young, you go to the very end of the queue and stay there no matter how brilliant you are. What you know is much less important than whom you know and how old you are. If you are able, your abilities will be acknowledged and rewarded in due course - that is, after twenty or thirty years have passed. By that time you will be considered old enough to join the Establishment and you will be expected to adopt its ideals. God help you if you don't.
There seems to be a gigantic conspiracy against young people. While on the one hand society provides them with better educational facilities, on the other it does its best to exclude them from the jobs that really matter. There are exceptions, of course. Some young people do manage to break through the barrier despite the restrictions, but the great majority have to wait patiently for years before they can really give full rein to their abilities. This means that, in most fields, the views of young people are never heard because there is no one to represent them. All important decisions about how society is to be run are made by people who are too old to remember what it was like to be young. President Kennedy was one of the notable exceptions. One of the most tragic aspects of his assassination is that mankind was deprived of a youthful leader. Resentment is the cause of a great deal of bitterness. The young resent the old because they feel deprived of the good things life has to offer. The old resent the young because they are afraid of losing what they have. A man of fifty or so might say, 'Why should a young rascal straight out of school earn more than I do?' But if the young rascal is more able, more determined, harder-working than his middle-aged critic, why shouldn't he? Employers should recognize ability and reward it justly. This would remove one of the biggest causes of friction between old and young and ultimately it would lead to a better society.
Comprehension
1. Comment on the following statements from the article.
1. The tension that exists between old and young could certainly be lessened if some of the most obvious causes were removed.
2. The Establishment should adopt different attitudes to work and the rewards it brings.
3. If you are young, you go to the very end of the queue and stay there no matter how brilliant you are.
4. There seems to be a gigantic conspiracy against young people.
5. Resentment is the cause of a great deal of bitterness.
2. Study the text carefully and be ready to discuss it using the key words.
The argument: key words
1. Young people frequently protest against the Establishment.
2. Tension could be lessened if causes were removed.
3. Big difference in attitude to work and rewards.
4. The young today: ambitious, well-educated, eager to succeed.
5. The Establishment believes in rewarding according to age and ex perience; ability secondary.
6. Controls purse-strings: pays the smallest possible sums.
7.The young join hierarchy at the end of the queue; what you know less important than whom you know.
8. Rewards come after twenty or thirty years.
9. By that time, old enough to join Establishment, adopt its ideals.
10. Big conspiracy against the young.
11. Society provides a good education, withholds important jobs.
12. Very few young people break through barrier.
13. Views of the young not represented; the old make decisions. Ken nedy a notable exception.
14. Resentment causes bitterness.
15. The young resent the old: feel deprived of the good things in life.
16. The old resent the young: afraid of losing what they have.
17. E.g. a man of fifty resents a young man earning more.
18. Society must recognize ability and reward accordingly.
19. Cause of friction between the old and young would be removed.
3. Retell the text above using its vocabulary:
the 'Establishment', clashes with the authorities, to adopt different attitudes to work, to be impatient to succeed, to have share of the good things in life, to count for less, to control the purse-strings, to be imposed on society, to keep in a job, to join the hierarchy, a gigantic conspiracy against young people, to provide with better educational facilities, to exclude from the jobs, resentment, to recognize ability.
4. Try to write down your own article based on the key words of the counter argument.
The counter-argument: key words
1. There is a hierarchy, but young people rise up scale more quickly than ever before.
2. Young people mature more quickly, assume responsibilities.
3. Many young people in teens, early twenties: great success. .
4. Many others successful by late twenties, early thirties.
5. Attitudes to work not a cause of friction between Establishment and young.
6. Clashes due to other causes: different sets of values.
7. In a free society, people are rewarded according to many factors, not just ability, age, etc. E.g. enterprise, initiative, etc.
8. Young people are free to compete on equal terms in democratic society.
9. Big organizations (e.g. large firms, civil service) could not function without hierarchy.
10. Big organizations are quick to spot and acknowledge ability.
11. It's only fair that a young man should receive smaller rewards.
12. Experience is a valuable commodity, hard to obtain.
13. Older people have great responsibilities: young families, ageing parents.
14. In society, everyone gets what he deserves.
5. Make up and act out a dialogue using the key words of both argument and counter argument.
6. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Text 6
The only thing people are interested in today is earning more money
Once upon a time, there lived a beautiful young woman and a handsome young man. They were very poor, but as they were deeply in love, they wanted to get married. The young people's parents shook their heads. 'You can't get married yet,' they said. 'Wait till you get a good job with good prospects.' So the young people waited until they found good jobs with good prospects and they were able to get married. They were still poor, of course. They didn't have a house to live in or any furniture, but that didn't matter. The young man had a good job with good prospects, so large organizations lent him the money he needed to buy a home, some furniture, all the latest electrical appliances and a car. The couple lived happily ever after paying off debts for the rest of their lives. And so ends another modern romantic fable.
We live in a materialistic society and are trained from our earliest years to be acquisitive. Our possessions, 'mine' and 'yours' are clearly labeled from early childhood. When we grow old enough to earn a living, it does not surprise us to discover that success is measured in terms of the money you earn. We spend the whole of our lives keeping up with our neighbours, the Joneses. If we buy a new television set, Jones is bound to buy a bigger and better one. If we buy a new car, we can be sure that Jones will go one better and get two new cars: one for his wife and one for himself. The most amusing thing about this game is that the Joneses and all the neighbours who are struggling frantically to keep up with them are spending borrowed money kindly provided, at a suitable rate of interest, of course, by friendly banks, insurance companies, etc.
It is not only in affluent societies that people are obsessed with the idea of making more money. Consumer goods are desirable everywhere and modern industry deliberately sets out to create new markets. Gone are the days when industrial goods were made to last forever. The wheels of industry must be kept turning. 'Built-in obsolescence' provides the means: goods are made to be discarded. Cars get tinnier and tinnier. You no sooner acquire this year's model than you are thinking about its replace ment.
This materialistic outlook has seriously influenced education. Fewer and fewer young people these days acquire knowledge only for its own sake.
Every course of studies must lead somewhere: i.e. to a bigger wage packet. The demand for skilled personnel far exceeds the supply and big companies compete with each other to recruit students before they have completed their studies. Tempting salaries and 'fringe benefits' are offered to them. Recruiting tactics of this kind have led to the 'brain drain', the process by which highly skilled people offer their services to the highest bidder. The wealthier nations deprive their poorer neighbours of their most able citizens. While Mammon is worshipped as never before, the rich get richer and the poor, poorer.
1. Study the text carefully and be ready to explain the meaning of the words and word-combinations from the text:
good prospects, a materialistic society, to keep up with the neighbours, to struggle frantically, at a suitable rate of interest, insurance companies, to be obsessed with the idea, 'built-in obsolescence', wage packet., the highest bidder, the most able citizens, to worship Mammon.
2. Retell Text6 close to the text using the key words as a plan.
The argument: key words
1. Once upon a time: young woman' young man; poor, in love.
2. Parents objected to marriage: good job, good prospects first.
3. Young people complied: could get married.
4. Still poor: borrowed money for house, furniture, car, etc.
5. Lived happily ever after paying off debts; modern romantic fable.
6. We live in materialistic society; trained to be acquisitive.
7. 'Mine', 'yours' concepts from early childhood.
8. Success measured by money.
9. Keeping up with the Joneses: e.g. new TV; new car.
10. Jones and neighbours spending borrowed money, paying interest rates.
11. Not only affluent societies want more money; consumer goods de sirable everywhere.
12. Modern industry creates new markets.
13. Wheels of industry: built-in obsolescence: e.g. cars.
14. Materialism influences education.
15. No knowledge for its own sake; purpose, more money.
16. Big firms compete; recruit students: big salaries, 'fringe benefits'.
17. Brain drain: services to highest bidder.
18. Wealthy nations deprive poorer neighbours of talented people.
19. Rich get richer; poor, poorer.
3. Try to write down your own article based on one of the points of the key words of the counter argument. Explain why you have chosen that very point.
The counter-argument: key words
1. Interest in earning money not a modern phenomenon, but people not interested only in that.
2. Young people borrow money: a satisfactory arrangement: inde pendent of parents, can start lives.
3. The argument proves nothing: only that living standards are better.
4. People interested in living decent lives consistent with human dignity.
5. Education is not money-orientated; it's skill-orientated; necessary be cause of modern technology.
6. Technology requires professionals, not amateurs.
7. Brain drain: skilled people are not always after more money but better work facilities.
8. A marked swing away from scientific studies has been noted: return to humanities; knowledge for its own sake.
9. Many young people not motivated by money: many reject materialistic values.
10. Many voluntary organisations (e.g. Peace Corps): idealistic, work without reward.
11. A marked reluctance to work long hours for money: desire to enjoy life.
12. Social welfare in many countries makes it unnecessary for people to struggle for money.
13. State provides: education, medical services, etc.
14. High taxes: a disincentive.
4. Make up and act out a dialogue using the key words of both argument and counter argument. In the situation you would create, one of you should agree with the author of the article, the other – disagree.
Unit 2. Topic: Books and Readers
Text 1
Books, plays and films should be censored
Let us suppose that you are in the position of a parent. Would you allow your children to read any book they wanted to without first checking its contents? Would you take your children to see any film without first finding out whether it is suitable for them? If your answer to these questions is 'yes', then you are either extremely permissive or just plain irresponsible. If your answer is 'no', then you are exercising your right as a parent to protect your children from what you consider to be undesirable influences. In other words, by acting as a censor yourself, you are admitting that there is a strong case for censorship.
Now, of course, you will say that it is one thing to exercise censorship where children are concerned and quite another to do the same for adults. Children need protection and it is the parents' responsibility to provide it. But what about adults? Aren't they old enough to decide what is good for them? The answer is that many adults are, but don't make the mistake of thinking that all adults are like yourself. Censorship is for the good of society as a whole. Highly civilized people might find it possible to live amicably together without laws of any kind: they would just rely on good sense to solve their problems. But imagine what chaos there would be if we lived in a society without laws! Like the law, censorship contributes to the common good.
Some people think that it is disgraceful that a censor should interfere with works of art. Who is this person, they say, to ban this great book or cut that great film? No one can set himself up as a superior being. But we must remember two things. Firstly, where genuine works of art are concerned, modern censors are extremely liberal in their views - often far more liberal than a large section of the public. Artistic merit is something which censors clearly recognize. And secondly, we must bear in mind that the great proportion of books, plays and films which come before the censor are very far from being 'works of art'.
When discussing censorship, therefore, we should not confine our attention to great masterpieces, but should consider the vast numbers of publications and films which make up the bulk of the entertainment industry. When censorship laws are relaxed, unscrupulous people are given a license to produce virtually anything in the name of 'art'. There is an increasing tendency to equate 'artistic' with 'pornographic'. The vast market for pornography would rapidly be exploited. One of the great things that censorship does is to prevent certain people from making fat profits by corrupting the minds of others. To argue in favour of absolute freedom is to argue in favour of anarchy. Society would really be the poorer if it deprived itself of the wise counsel and the restraining influence which a censor provides.
Comprehension
1. Comment on the key words; give your own illustrative examples.
The argument: key words
1. Put yourself in position of parent: let children read any book, see any film?
2. Yes: permissive or irresponsible.
3. No: exercising a parent's right to protect children.
4. Acting as censor, therefore admitting a case for censorship.
5. Children need protection, different from adults?
6. Not all adults mature enough to decide what's good for them.
7. Censorship good for society as a whole.
8. Civilised people might do without laws, but not whole society.
9. Censorship is like the law: for the common good.
10. People think a censor must not interfere with works of art.
11. But censors are extremely liberal: recognise merit.
12. Majority of books, plays, films are not works of art.
13. We must not confine attention to masterpieces.
14. Numerous publications, films: bulk of entertainment industry.
15. Unscrupulous people: produce anything in the name of art; exploit vast pornography market.
16. Tendency to equate 'artistic' and 'pornographic'.
17. Censorship prevents profits from corrupting minds of others.
18. Absolute freedom equals anarchy.
19. Censor: wise counsel, restraining influence.
2. Speak on the above touched problem using the key words as a plan.
3. Extend upon the counter-arguments. Approve or disapprove of what is expressed by them.
The counter-argument: key words
1. Parents protecting children: not relevant to the argument.
2. Books, plays, films should be considered under common law: not under special censorship code.
3. Dangerous to admit the principle of censorship.
4. Censorship limits and controls the way people feel and think.
5. What it leads to: e.g. in totalitarian countries: outrageous decisions.
6. Not consistent with the ideals of democracy.
7. Who shall be censor? What qualifications for this super-being?
8. Many idiotic decisions by 'protectors of public' from Bowdler on wards.
9. Censorship does not prevent pornography; market always exists and is exploited whether there is a censor or not.
10. Any publication or film offensive to decency would still be liable to prosecution without censorship.
11. Censors do not distinguish between 'works of art' and others.
12. They cut and ban indiscriminately: make subjective decisions.
13. Banning books, etc., has the effect of drawing attention to them and vastly increasing sales.
14. This can never happen in a society free from censorship. E.g. Denmark
4. Retell Text 1 close to the text.
5. Write a summary of text 1.
Conversation. Discussion. Writing.
Text 2
The most important of all human qualities is a sense of humour
Biologically, there is only one quality which distinguishes us from animals: the ability to laugh. In a universe which appears to be utterly devoid of humour, we enjoy this supreme luxury. And it is a luxury, for unlike any other bodily process, laughter does not seem to serve a biologically useful purpose. In a divided world, laughter is a unifying force. Human beings oppose each other on a great many issues. Nations may disagree about systems of government and human relations may be plagued by ideological factions and political camps, but we all share the ability to laugh. And laughter, in turn, depends on that most complex and subtle of all human qualities: a sense of humour. Certain comic stereotypes have a universal appeal. This can best be seen from the world-wide popularity of Charlie Chaplin's early films. The little man at odds with society never fails to amuse no matter which country we come from. As that great commentator on human affairs, Dr Samuel Johnson, once remarked, 'Men have been wise in very different modes; but they have always laughed in the same way.'
A sense of humour may take various forms and laughter may be anything from a refined tinkle to an earthquaking roar, but the effect is always the same. Humour helps us to maintain a correct sense of values. It is the one quality which political fanatics appear to lack. If we can see the funny side, we never make the mistake of taking ourselves too seriously. We are always reminded that tragedy is not really far removed from comedy, so we never get a lop-sided view of things. This is one of the chief functions of satire and irony. Human pain and suffering are so grim; we hover so often on the brink of war; political realities are usually enough to plunge us into total despair. In such circumstances, cartoons and satirical accounts of sombre political events redress the balance. They take the wind out of pompous and arrogant politicians who have lost their sense of proportion. They enable us to see that many of our most profound actions are merely comic or absurd. We laugh when a great satirist like Swift writes about war in Gulliver's Travels.
The Lilliputians and their neighbours attack each other because they can't agree which end to break an egg. We laugh because we are meant to laugh; but we are meant to weep too. It is no wonder that in totalitarian regimes any satire against the Establishment is wholly banned. It is too powerful a weapon to be allowed to flourish.
The sense of humour must be singled out as man's most important quality because it is associated with laughter. And laughter, in turn, is associated with happiness. Courage, determination, initiative - these are qualities we share with other forms of life. But the sense of humour is uniquely human. If happiness is one of the great goals of life, then it is the sense of humour that provides the key.
Comprehension
1. Give Russian equivalents of the following words and word-combinations.
to be utterly devoid of humour, a unifying force, to be plagued by ideological factions, to be at odds with society, to maintain a correct sense of values, to get a lop-sided view of things, to plunge smb. into total despair, to be allowed to flourish, the great goals of life, to provide the key.
2.Study the text carefully and be ready to discuss it using the key words
Approve or disapprove of what is expressed by them.
The argument: key words
1. Biologically, ability to laugh distinguishes us from animals.
2. Universe devoid of humour; laughter a luxury; no biologically «useful purpose.
3. Laughter: a unifying force.
4. Divided world; nations disagree; ideological factions; political camps; but everyone can laugh.
5. Laughter depends on sense of humour.
6. Certain comic stereotypes: universal appeal; e.g. Chaplin's films; little man versus society.
7. Dr Johnson: men wise, different modes; laughed same way.
8. Sense of humour and laughter: various forms: refined tinkle; earth quaking roar.
9. Effect the same: maintaining sense of values.
10. Political fanatics lack humour.
11. Prevents us taking ourselves too seriously; reminds us: tragedy, comedy related.
12. Function of irony and satire.
13. Much grimness in world; cartoons, etc., redress balance.
14. Deflate arrogant politicians; show absurdity of actions.
15. e.g. Swift: Gulliver's Travels: Lilliputians: egg.
16. Satire banned in totalitarian regimes.
17. Sense of humour important; associated laughter, happiness.
18. Share some qualities with other forms life: e.g. courage, etc.
19. Sense of humour uniquely human.
20. Happiness: goal; sense of humour, key to happiness.
3. Make up and act out a dialogue using the key words of both argument and counter argument.
The counter-argument: key words
1. All human qualities are important.
2. It's absurd to stress one quality at the expense of others.
3. The ability to laugh is universal, but the sense of humour differs from country to country.
4. E.g. Cartoons, jokes of one nation not always funny to another.
5. Examples from humorous publications: Punch, New Yorker, Krokodil, etc.
6. Satire and irony can be harsh and cruel, not at all funny.
7. Humour emphasises less serious aspects of human life, therefore not so important.
8. Human achievements result from other qualities.
9. E.g. curiosity, ambition, imagination, intelligence, etc.
10. Humour does not solve any problems, merely blinds us to them.
11. Humour cannot alleviate suffering, etc.
12. Love, charity, compassion far more important.
13. Humour: not the key to happiness.
14. Happiness results from the combination of a great many qualities
4. Try to write down your own article based on one of the points of the key words of the counter argument. Explain your choice.
Text 3
'New fashions in clothing are created solely for the commercial exploitation of women'
Whenever you see an old film, even one made as little as ten years ago, you cannot help being struck by the appearance of the women taking part. Their hairstyles and make-up look dated; their skirts look either too long or too short; their general appearance is, in fact, slightly ludicrous. The men taking part in the film, on the other hand, are clearly recognizable. There is nothing about their appearance to suggest that they belong to an entirely different age.
This illusion is created by changing fashions. Over the years, the great majority of men have successfully resisted all attempts to make them change their style of dress. The same cannot be said for women. Each year a few so-called 'top designers' in Paris or London lay down the law and women the whole world over rush to obey. The decrees of the designers are unpredictable and dictatorial. This year, they decide in their arbitrary fashion, skirts will be short and waists will be high; zips are in and buttons are out. Next year the law is reversed and far from taking exception, no one is even mildly surprised.
If women are mercilessly exploited year after year, they have only themselves to blame. Because they shudder at the thought of being seen in public in clothes that are out of fashion, they are annually blackmailed by
the designers and the big stores. Clothes which have been worn only a few times have to be discarded because of the dictates of fashion. When you come to think of it, only a woman is capable of standing in front of a wardrobe packed full of clothes and announcing sadly that she has nothing to wear.
Changing fashions are nothing more than the deliberate creation of waste. Many women squander vast sums of money each year to replace clothes that have hardly been worn. Women, who cannot afford to discard clothing in this way, waste hours of their time altering the dresses they have. Hem-lines are taken up or let down; waist-lines are taken in or let out; neck-lines are lowered or raised, and so on.
No one can claim that the fashion industry contributes anything really important to society. Fashion designers are rarely concerned with vital things like warmth, comfort and durability. They arc only interested in outward appearance and they take advantage of the fact that women will put up with any amount of discomfort, providing they look right. There can hardly be a man who hasn't at some time in his life smiled at the sight of a woman shivering in a flimsy dress on a wintry day, or delicately picking her way through deep snow in dainty shoes.
When comparing men and women in the matter of fashion, the conclusions to be drawn are obvious. Do the constantly changing fashions of women's clothes, one wonders, reflect basic qualities of fickleness and instability? Men are too sensible to let themselves be bullied by fashion designers. Do their unchanging styles of dress reflect basic qualities of stability and reliability? That is for you to decide.
Comprehension
1. Study the text attentively. Retell it close to the text.
2. Work in pairs. Make up a dialogue in which one of you would agree with the author of the article, the other – disagree. Try to persuade your partner using the key words.
The argument: key words
1. In old films women look odd: hair-styles, make-up, dress.
2. Men, clearly recognizable; don't belong to different age.
3. This illusion created by changing fashions.
4. Most men have resisted fashion, but not women.
5. Top designers, Paris, London, lay down law; dictatorial.
6. One year, one thing; next year the reverse; no one is surprised.
7. Women mercilessly exploited; they are to blame.
8. Afraid to be seen in public in old-fashioned clothes.
9. Blackmailed by designers, big stores.
10. New clothes discarded; wardrobe full, but nothing to wear.
11. Changing fashions: the deliberate creation of waste.
12. Women waste money: throw away new clothes. Waste time: alter hem lines, waist-lines, neck-lines, etc.
13. The fashion industry contributes nothing to society.
14. Designers not interested in important things: warmth, comfort, durability.
15. Interested only in outward appearance.
16. Women put up with great discomfort: e.g. winter.
17. Comparing men and women: obvious conclusions to be drawn.
18. Women: fickle, unstable?
19. Men, not bullied by designers, stable, reliable? You decide.
3. Choose the counter-argument you consider to be the best and write your own article on the topic.
The counter-argument: key words
1. Fashion adds spice to life: colour, variety, beauty.
2. Women follow fashions to please themselves - and men!
3. The world a dull place if women always wore the same clothes.
4. There is no commercial exploitation: a huge demand for new styles always exists.
5. Mass production makes well-designed clothes cheap, available to everyone.
6. These days, men are fashion-conscious too: hair-styles, shirts, suits, shoes, etc.
7. Men in drab unimaginative clothes rapidly becoming a minority.
8. It's nonsense to draw conclusions about male-female characteristics from attitudes to fashion; only a man would do that.
9. Changing fashion is not the deliberate creation of waste.
10. Enormous industry, providing employment for vast numbers: e.g. sheep farmers, designers, textile mills, stores, etc.
11. Industrial research: new materials: nylon,, rayon, ethylene, etc.
12. Huge import-export business, important to world trade.
13. Psychological importance of being well-dressed: confidence in one's
appearance very important.
14. Fashion contributes a great deal to society.
Unit 3. Topic: The Generation Gap. The Problem of the Young.
Text 1
The younger generation knows best
Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed.
The old always assume that they know best for the simple reason that they have been around a bit longer. They don't like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are questioning the assumptions of their elders and disturbing their complacency. They take leave to doubt that the older generation has created the best of all possible worlds. What they reject more than anything is conformity. Office hours, for instance, are nothing more than enforced slavery. Wouldn't people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict
haircuts? If we turn our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the rat race? Haven't the old lost touch with all that is important in life?
These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn't been exactly spotless. Tradi tionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old - if they are prepared to admit it - could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not 'sinful'. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihila tion. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it?
Comprehension
1. Comment on the main ideas raised in the text using the key words. Argue if you disagree with the author.
The argument: key words
1. The young are not what they were: always true, generation to genera tion.
2. Today: the young are better educated; more money, freedom; grow up more quickly; less dependent on parents.
3. Do not blindly accept ideals of elders.
4. Events vividly remembered by older generation: past history.
5. Every generation different; today, difference very marked.
6. The old assume they know best: more experience.
7. The young question values and assumptions; disturb elders' com placency.
8. Old created best of all possible worlds?
9. The young reject conformity; regular office hours; freedom and re sponsibility are better.
10. Clothing: drab grey suits and convict haircuts best?
11. Serious questions: human differences best solved by conventional politics, violent means?
12. The old: unhappy personal lives; mean ambitions; material possessions.
13. Rat-race: lost touch with important things.
14. Record of older generation past forty years, not spotless.
15. The old can learn from the young.
16. Enjoyment, not sinful: guiding principle for work and leisure; shed inhibitions.
17. Live in the present, not the past or the future.
18. Emphasis on the present: the shadow of the bomb; annihilation.
19. The young: question sanity of generation that bequeathed it.
2. Study the text attentively. Retell it close to the text.
3. Answer the questions.
1. What makes people belonging to different generations claim that the young are not what they were?
2. Wouldn't people work best if they were given complete freedom and responsibility?
3. Why do the young often blame the old for having lost touch with all that is important in life?
4. Why have the old always made emphasis on the past and future not on the present?
4. Try to express the opposite point of view on the problem taking into mind the following key words. Do it in written form.
The counter-argument: key words
1. The young do not seek responsibility: they evade it.
2. Too much money: they are spoilt.
3. Not interested in important questions; avoid involvement: e.g. major political issues, etc.
4. Interested only in themselves: they want material possessions (cloth ing, cars, etc.) without working for them.
5. The young should be grateful to older generation.
6. Older generation bequeathed peace and freedom which the young enjoy.
7. The older generation provided the young with good education, money to spend.
8. The older generation fought in two world wars; faced real problems. The young have had everything easy.
9. The young cling to passing fashions: clothes, pop music, etc.
10. Mass hysteria: a modern phenomenon.
11. Too much freedom, immorality; the young are shameless.
12. Appearance of many young people: disgusting: long hair; dirty, scruffy, lazy.
13. The older generation too soft and kind with the young; a tougher policy might work wonders.
14. The young are unadventurous; lack noble ideals; too clever by half.
15. Outlook for the world very bleak.
5. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Text 2
It is high time men ceased to regard women as second-class citizens
This is supposed to be an enlightened age, but you wouldn't think so if you could hear what the average man thinks of the average woman. Women won their independence years ago. After a long, bitter struggle, they now enjoy the same educational opportunities as men in most parts of the world. They have proved repeatedly that they are equal and often superior to men in almost every field. The hard-fought battle for recognition has been won, but it is by no means over. It is men, not women who still carry on the sex war because their attitude remains basically hostile. Even in the most progressive societies, women continue to be regarded as second-rate citizens. To hear some men talk, you'd think that women belonged to a different species!
On the surface, the comments made by men about women's abilities seem light-hearted. The same tired jokes about women drivers are repeated day in, day out. This apparent light-heartedness does not conceal the real contempt that men feel for women. However much men sneer at women, their claims to superiority are not borne out by statistics. Let's consider the matter of driving, for instance. We all know that women cause far fewer accidents than men. They are too conscientious and responsible to drive like maniacs. But this is a minor quibble. Women have succeeded in any job you care to name. As politicians, soldiers, doctors, factory-hands, university professors, farmers, company directors, lawyers, bus-conductors, scientists and presidents of countries they have often put men to shame. And we must remember that they frequently "succeed brilliantly in all these fields in addition to bearing and rearing children.
Yet men go on maintaining the fiction that there are many jobs women can't do. Top-level political negotiation between countries, business and banking are almost entirely controlled by men, who jealously guard their so-called 'rights'. Even in otherwise enlightened places like Switzerland women haven't even been given the vote. This situation is preposterous! The arguments that men put forward to exclude women from these fields are all too familiar. Women, they say, are unreliable and irrational. They depend too little on cool reasoning and too much on intuition and instinct to arrive at decisions. They are not even capable of thinking
clearly. Yet when women prove their abilities, men refuse to acknowledge them and give them their due. So much for a man's ability to think clearly!
The truth is that men cling to their supremacy because of their basic inferiority complex. They shun real competition. They know in their hearts that women are superior and they are afraid of being beaten at their own game. One of the most important tasks in the world is to achieve peace between the nations. You can be sure that if women were allowed to sit round the conference table, they would succeed brilliantly, as they always do, where men have failed for centuries. Some things are too important to be left to men!
Comprehension
1. Study the text carefully and be ready to discuss it using the key words
Approve or disapprove of what is expressed by them.
The argument: key words
1. Supposed to be enlightened age: not really so.
2. Women won independence years ago.
3. Long struggle: equal educational opportunities as men.
4. Proved repeatedly: equal, often superior to men in every field.
5. Battle not over: men carry on sex war; basically hostile.
6. Even in progressive societies: women second-rate citizens; different : species!
7. Light-hearted comments made by men: e.g. women drivers.
8. Does not conceal real contempt; but statistics disprove their claims.
9. Take driving: women: fewer accidents; responsible drivers, not maniacs.
10. Success in any job: politicians, etc. - bear and rear children as well.
11. Men maintain fiction: women can't do certain jobs.
12. E.g. top-level political negotiation, banking, no vote in certain countries.
13. Why? Familiar arguments: women unreliable, irrational, depend on instinct, intuition.
14. Men refuse to acknowledge proven ability. Clear thinking?
15. Men cling to supremacy: inferiority complex.
16. Shun competition; may be beaten.
17. Most important task: world peace.
18. Success if negotiations by women; some things too important to be done by men.
2. Make up and act out a dialogue using the key words of both argument and counter-argument.
The counter-argument: key words
1. Women: militant, shout louder because they have weak case. . 2 Even now, they still talk like suffragettes.
3. It's nonsense to claim that men and women are equal and have the same abilities.
4. Women: different biological function; physically weaker; different, not inferior, intellectually.
5. Impossible to be wives, mothers and successful career women.
6. Really are unreliable: employers can't trust them. Not their fault: leave jobs to get married, have children.
7. Great deal of truth in light-hearted jokes: e.g. women drivers. Women: less practical, less mechanically-minded.
8. Most women glad to let men look after important affairs.
9. They know that bearing and rearing children are more important.
10. That's why there are few women in politics, etc. They are not ex cluded; they exclude themselves.
11. Anyway, we live in woman-dominated societies: e.g. USA, Western Europe.
12. Who is the real boss in the average household? Certainly not father!
13. Men are second-class citizens and women should grant them equal status!
3. Try to write down your own article based on one of the points of the key words of the counter argument. Explain why you have chosen that very point.
4. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Conversation. Discussion. Writing.
Text 3
'No one wants to live to be a hundred'
It is only natural to look forward to something better. We do it all our lives. Things may never really improve, but at least we always hope they will. It is one of life's great ironies that the longer we live, the less there is to look forward to. Retirement may bring with it the fulfillment of lifetime’s dreams. At last there will be time to do all the things we never had time for. From then on, the dream fades. Unless circumstances are exceptional, the prospect of growing really old is horrifying. Who wants to live long enough to become a doddering wreck? Who wants to revert to that most dreaded of all human conditions, a second childhood?
Well, it seems that everybody wants to. The Biblical span of three score years and ten is simply not enough. Medical science is doing all it can to extend human life and is succeeding brilliantly. Living conditions are so much better, so many diseases can either be prevented or cured that life expectation has increased enormously. No one would deny that this is a good thing - provided one enjoys perfect health. But is it a good thing to extend human suffering, to prolong life, not in order to give joy and happiness, but to give pain and sorrow? Take an extreme example. Take the case of a man who is so senile he has lost all his faculties. He is in hospital in an unconscious state with little chance of coming round, but he is kept alive by artificial means for an indefinite period. Everyone, his friends, relatives and even the doctors agree that death will bring release. Indeed, the patient himself would agree - if he were in a position to give voice to his feelings. Yet everything is done to perpetuate what has become a meaningless existence.
The question of euthanasia raises serious moral issues, since it implies that active measures will be taken to terminate human life. And this is an exceedingly dangerous principle to allow. But might it not be possible to compromise? With regard to senility, it might be preferable to let nature take its course when death will relieve suffering. After all, this would be doing no more than was done in the past, before medical science made it possible to interfere with the course of nature.
There are people in Afghanistan and Russia who are reputed to live to a ripe old age. These exceptionally robust individuals are just getting into their stride at 70. Cases have been reported of men over 120 getting married and having children. Some of these people are said to be over 150 years old. Under such exceptional conditions, who wouldn't want to go on living for ever? But in our societies, to be 70, usually means that you are old; to be 90, often means that you are decrepit. The instinct for self-preservation is the strongest we possess. We cling dearly to life while we have it and enjoy it. But there always comes a time when we'd be better off dead.
Comprehension
1. Answer the questions.
1. If retirement may bring with it the fulfillment of lifetime’s dreams, as the author says, why are many people who have retired so unhappy?
2. Is it a good thing to extend human suffering, to prolong life, not in order to give joy and happiness, but to give pain and sorrow?
3. Why is euthanasia considered an exceedingly dangerous principle to allow?
4. Do you know any cases of men who managed to live to a ripe old age? Consult other sources of information to answer the question.
2. Study the text attentively. Retell it close to the text.
The argument: key words
1. We always look forward to something better.
2. One of life's ironies: the longer we live, the less to look forward to.
3. Retirement: fulfilment lifetime's ambitions.
4. From then on, dream fades; prospect growing old: horrifying.
5. Who wants to become doddering wreck? Revert to second childhood?
6. Everybody. Biblical span not enough.
7. Medical science, living conditions, etc., increased life expectation.
8. A good thing, provided we enjoy perfect health.
9. But is it a good thing to extend life to give pain, sorrow?
10. E.g. old man: lost all faculties; hospital, unconscious; kept alive artificial means; death: release; but meaningless existence prolonged.
11. Euthanasia: serious moral issues.
12. Deliberate termination life: a dangerous principle.
13. Compromise: let nature take its course; death relieve suffering.
14. As was done before medical progress.
15. Afghanistan, Russia: people reputed live very long time.
16. Robust at 70; marriage, children at 120; live to over 150.
17. Exceptional conditions: want to live forever.
18. But in our societies: 70: old; 90: decrepit.
19. Strong instinct self-preservation; but always time when we would be better off dead.
3. Make up and act out a dialogue using the key words of both argument and counter argument.
The counter-argument: key words
1. As long as there's hope, possibility of life, man clings to it: natural tendency.
2. Care of the aged: the mark of a civilized society.
3. Many examples of success of modern medical science. E.g. Heart trans plants; spare-parts surgery.
4. Why? People desperately want to go on living; most basic of human rights.
5. Even most infirm state is better than no life at all.
6. We haven't right to take decisions about others' lives.
7. Do we want others to take decisions about our lives?
8. The duty of science to prolong life: has always been so.
9. To do otherwise is first step to acceptance of euthanasia.
10. Allowing nature to take its course: a dangerous anti-life principle that can apply irrespectively to young and old.
11. E.g. would you let sick baby, young man, woman die because they are suffering?
12. Suffering is universal: can't have different rules for old and young. ?
13. People rarely think of death; take life for granted; assume they will
live to 100. They assume it because they want it.
4. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Text 4
World governments should conduct serious campaigns against smoking
If you smoke and you still don't believe that there's a definite link between smoking and bronchial troubles, heart disease and lung cancer, then you are certainly deceiving yourself. No one will accuse you of hypocrisy. Let us just say that you are suffering from a bad case of wishful thinking. This needn't make you too uncomfortable because you are in good company. Whenever the subject of smoking and health is raised, the governments of most countries hear no evil, see no evil and smell no evil. Admittedly, a few governments have taken timid measures. In Britain, for instance, cigarette advertising has been banned on television. The conscience of the nation is appeased, while the population continues to puff its way to smoky, cancerous death.
You don't have to look very far to find out why the official reactions to medical findings have been so luke-warm. The answer is simply money. Tobacco is a wonderful commodity to tax. It's almost like a tax on our daily bread. In tax revenue alone, the government of Britain collects enough from smokers to pay for its entire educational facilities. Therefore, while the authorities point out ever so discreetly that smoking may, conceivably, be harmful, it doesn't do to shout too loudly about it.
This is surely the most short-sighted policy you could imagine. While money is eagerly collected in vast sums with one hand, it is paid out in increasingly vaster sums with the other. Enormous amounts are spent on cancer research and on efforts to cure people suffering from the disease. Countless valuable lives are lost. In the long run, there is no doubt that everybody would be much better-off if smoking were banned altogether. Of course, we are not ready for such drastic action. But if the govern ments of the world were honestly concerned about the welfare of their peoples, you'd think they'd conduct aggressive anti-smoking campaigns. Far from it! The tobacco industry is allowed to spend staggering sums on advertising. Its advertising is as insidious as it is dishonest. We are never shown pictures of real smokers coughing up their lungs early in the morning. That would never do. The advertisements always depict virile, clean-shaven young men. They suggest it is manly to smoke, even positively healthy! Smoking is associated with the great open-air life, with beautiful girls, true love and togetherness. What utter nonsense!
For a start, governments could begin by banning all cigarette and tobacco advertising and should then conduct anti-smoking advertising campaigns of their own. Smoking should be banned in all public places like theatres, cinemas and restaurants. Great efforts should be made to inform young people especially of the dire consequences of taking up the habit. A horrific warning - say, a picture of a death's head - should be included in every packet of cigarettes that is sold. As individuals, we are certainly weak, but if governments acted honestly and courageously, they could protect us from ourselves.
Comprehension
1. Comment on the main ideas raised in the text using the key words. Retell the text.
The argument: key words
1. Definite link: smoking and bronchial troubles, heart disease, lung cancer.
2. Governments hear, see, smell no evil.
3. A few governments: timid measures.
4. E.g. Britain: TV advertising banned; nation's conscience appeased; cancerous death.
5. Official reactions to medical findings: luke-warm.
6. Tobacco: source of revenue. E.g. Britain: tobacco tax pays for educa tion.
7. A short-sighted policy.
8. Enormous sums spent fighting the disease; lives lost.
9. Smoking should be banned altogether.
10. We are not ready for such drastic action.
11. But governments, if really concerned, should conduct aggressive anti-smoking campaigns.
12. The tobacco industry spends vast sums on advertising.
13. Advertising: insidious, dishonest.
14. Never shown pictures of real smokers coughing up lungs, only virile young men.
15. Smoking associated with great open-air life, beautiful girls, together ness. Nonsense!
16. All advertising should be banned; anti-smoking campaign conducted.
17. Smoking should be banned in public places.
18. Young people should be warned, dire consequences.
19. Warning, death's head, included in every packet.
20. Governments should protect us from ourselves.
2. Try to write down your own article based on the key words of the counter argument.
The counter-argument: key words
1. There are still scientists who doubt smoking/cancer link.
2. People who don't smoke should keep quiet.
3. Smoking brings many psychological benefits:
4. Relieves stresses of everyday life: provides constant consolation.
5. E.g. we smoke when taking exams, worried, bereaved, etc.
6. Associated with good living; social contacts made easier.
7. Smoking is very enjoyable: relaxing, e.g. with a cup of coffee; after a meal, etc.
8. It's absurd to suggest we ban it after so many hundreds of years.
9. Enormous interests involved: governments, tobacco growers, tobacco industries, retail businesses.
10. Tax apart, important source of income to many countries: e.g. USA, Rhodesia, Greece, Turkey.
11. People should be free to decide, not bullied by governments; banning is undemocratic.
12. The tobacco industry spends vast sums on medical research.
13. Improved filters have resulted; e.g. Columbia University.
I4. Now possible to smoke and enjoy it without danger.
3. Answer the questions.
1. Why do so many people smoke?
2. What makes the governments of many countries carry out the short-sighted policy toward smoking?
3. What other evils besides smoking are the burning problems of the young?
Consult other sources of information to answer the question.
4. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Unit 4. Topic: Traveling. Holidaymaking. Environmental protection.
Text 1
The tourist trade contributes absolutely nothing to increasing understanding between nations
The tourist trade is booming. With all this coming and going, you'd expect greater understanding to develop between the nations of the world. Not a bit of it! Superb systems of communication by air, sea and land make it possible for us to visit each other's countries at a moderate cost. What was once the 'grand tour', reserved for only the very rich, is now within every body's grasp. The package tour and chartered flights are not to be sneered at. Modern travelers enjoy a level of comfort which the lords and ladies on grand tours in the old days couldn't have dreamed of. But what's the sense of this mass exchange of populations if the nations of the world remain basically ignorant of each other?
Many tourist organizations are directly responsible for this state of affairs. They deliberately set out to protect their clients from too much contact with the local population. The modern tourist leads a cosseted, sheltered life. He lives at international hotels, where he eats his international food and sips his international drink while he gazes at the natives from a distance. Conducted tours to places of interest are carefully censored. The tourist is allowed to see only what the organizers want him to see and no more. A strict schedule makes it impossible for the tourist to wander off on his own; and anyway, language is always a barrier, so he is only too happy to be protected in this way. At its very worst, this leads to a new and hideous kind of colonization. The summer quarters of the in habitants of the cite universitaire: are temporarily re-established on the island of Corfu. Blackpool is recreated at Torremolinos where the travelers goes not to eat paella, but fish and chips.
The sad thing about this situation is that it leads to the persistence of national stereotypes. We don't see the people of other nations as they really are, but as we have been brought up to believe they are. You can test this for yourself. Take five nationalities, say, French, German, English, American and Italian. Now in your mind, match them with these five adjectives: musical, amorous, cold, pedantic, naive. Far from providing us with any insight into the national characteristics of the peoples just mentioned, these adjectives actually act as barriers. So when you set out on your travels, the only characteristics you notice are those which confirm your preconceptions. You come away with the highly unoriginal and inaccurate impression that, say, 'Anglo-saxons are hypocrites' or that 'Latin peoples shout a lot'. You only have to make a few foreign friends to understand how absurd and harmful national stereotypes are. But how can you make foreign friends when the tourist trade does its best to prevent you?
Carried to an extreme, stereotypes can be positively dangerous. Wild generalizations stir up racial hatred and blind us to the basic fact - how trite it sounds! - that all people are human. We are all similar to each other and at the same time all unique.
Comprehension
1. Speak on the text using the key words as a plan.
The argument: key words
1. Considerable tourist traffic, but no greater understanding between nations.
2. Superb system of communication: air, sea, land; moderate cost.
3. Grand tour: for very rich. Now: package tour: high level comfort.
4. What's the sense, if ignorant of each other?
5. Tourist organisations responsible: protect clients from local people.
6. Modern tourist: a sheltered life; international hotels, food, etc.
7. Local sight-seeing censored by organisers.
8. Tourists happy to be protected.
9. New and hideous colonisation: e.g. cite universitaire: Corfu; Black pool: Torremolinos.
10. This leads to persistence of national stereotypes.
11. See others not as they are, but as we have been taught to believe they are.
12. Test for yourself: match French, German, English, American, Italian with: musical, amorous, cold, pedantic, naive.
13. Adjectives: no insight into characteristics, but barriers.
14. When traveling you notice characteristics which confirm precon ceptions.
15. E.g. Anglo-saxons: hypocrites; Latin peoples: noisy.
16. Foreign friends make you understand stereotypes absurd, harmful. .17 Tourist trade prevents you making foreign friends.
18. Stereotypes: dangerous, can stir up racial hatred. .19 All people human; all similar; all unique.
2. Do you agree with all the points stated in the counter-argument? Why?
The counter-argument: key words
1. Stereotypes: nothing to do with tourist trade.
2. Idea of stereotypes only a party joke anyway.
3. Tourism contributes enormously to international understanding.
4. Pre-war days hardly anyone traveled; today hardly anyone doesn't.
5. This in itself cannot fail to lead to understanding.
6. E.g. consider the way nations influence each other: fashions, eating habits, etc.
7. Many examples of 'national' fashions becoming world fashions.
8. World today: a small place; barriers breaking down everywhere.
9. E.g. European Economic Community; United Nations, etc.
10. Increasing tendency to identify with larger groups.
11. Great interest in language learning.
12. People who are 'protected' at international hotels are old and rich.
13. The young are more impressionable, not so 'protected'.
14. People are eager to get to know each other; curious about different way of life.
3. Make up and act out a dialogue using the key words of both argument and counter argument.
4. Try to express the opposite point of view on the problem taking into mind the above-mentioned key words. Do it in written form.
Conversation. Discussion. Writing.
Text 2
Only a madman would choose to live in a large modern city
'Avoid the rush-hour' must be the slogan of large cities the world over. If it is, it's a slogan no one takes the least notice of. Twice a day, with predictable regularity, the pot boils over. Wherever you look it's people, people, people. The trains which leave or arrive every few minutes are packed: an endless procession of human sardine tins. The streets are so crowded, there is hardly room to move on the pavements. The queues for buses reach staggering proportions. It takes ages for a bus to get to you because the traffic on the roads has virtually come to a standstill. Even when a bus does at last arrive, it's so full, it can't take any more passengers.
This whole crazy system of commuting stretches man's resources to the utmost. The smallest unforeseen event can bring about conditions of utter chaos. A power-cut, for instance, an exceptionally heavy snowfall or a minor derailment must always make city-dwellers realize how precarious the balance is. The extraordinary thing is not that people put up with these conditions, but that they actually choose them in preference to anything else.
Large modern cities are too big to control. They impose their own living conditions on the people who inhabit them. City-dwellers are obliged by their environment to adopt a wholly unnatural way of life. They lose touch with the land and rhythm of nature. It is possible to live such an air-conditioned existence in a large city that you are barely conscious of the seasons. A few flowers in a public park (if you have the time to visit it) may remind you that it is spring or summer. A few leaves clinging to the pave ment may remind you that it is autumn. Beyond that, what is going on in nature seems totally irrelevant. All the simple, good things of life like sunshine and fresh air are at a premium. Tall buildings blot out the sun. Traffic fumes pollute the atmosphere. Even the distinction between day and night is lost. The flow of traffic goes on unceasingly and the noise never stops.
The funny thing about it all is that you pay dearly for the 'privilege' of living in a city. The demand for accommodation is so great that it is often impossible for ordinary people to buy a house of their own. Exorbitant rents must be paid for tiny flats which even country hens would disdain to live in. Accommodation apart, the cost of living is very high. Just about everything you buy is likely to be more expensive than it would be in the country.
In addition to all this, city-dwellers live under constant threat. The crime rate in most cities is very high. Houses are burgled with alarming frequency. Cities breed crime and violence and are full of places you would be afraid to visit at night. If you think about it, they're not really fit to live in at all. Can anyone really doubt that the country is what man was born for and where he truly belongs?
Comprehension
1. Answer the questions.
1. What advantages of city life make country dwellers leave for the city?
2. Haw can you explain the fact that well-to-do citizens anywhere in the world prefer to live in their villas in the country?
3. Do you agree that the country is what man was born for and where he truly belongs?
4. Would you choose the conditions of a modern city in preference to anything else? Why?
2. Study the text attentively. Retell it close to the text. Use the key words as a plan.
The argument: key words
1. 'Avoid rush-hour': slogan of every large city; no one does.
2. Happens twice a day.
3. Trains packed; streets crowded; bus queues; traffic jams; buses full.
4. Commuting stretches man's resources.
5. Unforeseen events (e.g. power-cut, heavy snowfall): chaos.
6. People actually choose such conditions.
7. Large modern cities too big to control.
8. Impose their own living conditions on people.
9. City-dwellers: unnatural way of life.
10. Lose touch with land, rhythms of nature.
11. Air-conditioned existence: barely conscious of seasons: flowers: spring; leaves: autumn; nature irrelevant.
12. Simple good things (e.g. sunlight, fresh air) at a premium.
I3. Distinction day, night is lost; always noise, traffic.
14. Expensive 'privilege'.
15. Accommodation: house of your own impossible; rents high.
16. Cost of living in general high.
17. Lack of security: cities breed crime and violence; houses often burgled.
18. Cities not fit to live in; man born for country.
3. Try to write down your own article based on one of the points of the key words of the counter argument. Explain why you have chosen that very point.
The counter-argument: key words
1. If proposition is true, then there are millions of madmen.
2. Most people love cities: proof: man is fleeing from countryside.
3. Modern man too sophisticated for simple country pleasures.
4. It's enough to visit countryside at week-ends.
5. Objections to city living are unconvincing:
6. Commuting does not really affect those who live in cities; a small in convenience only.
7. Noise, traffic, etc., hardly noticeable; people easily adapt.
8. Very small minority of city-dwellers ever involved in crime, violence.
9. Many reasons why city life is preferable:
10. Good to be near one's friends; never cut off by weather conditions.
11. Life is never dull; always something to do.
12. Cities offer high concentration of good things in life: big stores, res taurants, theatres, cinemas, galleries, etc.
13. Services are always better: better schools, more amenities (e.g. swimming-pools, etc.).
14. More chances of employment; greater range of jobs; more opportunity to succeed in life.
4. Make up and act out a dialogue using the key words of both argument and counter argument.
5. Search for the information on the topic in newspapers and magazines and share it with your classmates.
Text 3
Untidy people are not nice to know
You don't have to be a genius to spot them. The men of the species are often uncombed; their ties never knotted squarely beneath their collars. The women of the species always manage to smear lipstick on their faces as well as their lips; in one hand they carry handbags which are stuffed full of accumulated rubbish; with the other, they drag a horde of neglected children behind them. With a sort of happy unconcern, both the male and female species litter railway stations, streets, parks, etc., with sweet wrappings, banana-skins, egg-shells and cast-off shoes. Who are they? That great untidy band of people that make up about three-quarters of the human race. An unending trail of rubbish pursues them wherever they go.
It is most unwise to call on them at their homes - particularly if they aren't expecting you. You are liable to find socks behind the refrigerator, marbles in the jam and egg-encrusted crockery. Newspapers litter the floor; ashtrays overflow; withered flowers go on withering in stale water. Writing-desks have become dumping grounds for piles of assorted, indescribable junk. And as for the bedrooms, well, it's best not to say. Avoid looking in their cars, too, because you are likely to find last year's lolly sticks, chewing-gum clinging to the carpets and a note saying 'Running In' on the rear window of a ten-year-old vehicle.
Yes, but what are they really like? Definitely not nice to know. They are invariably dirty, scruffy, forgetful, impatient, slovenly, slothful, unpunctual, inconsiderate, rude, irritable and (if they're driving a car) positively dangerous. Untidiness and these delightful qualities always seem to go together, or shall we say that untidiness breeds these qualities. It's hardly surprising. If you are getting dressed and can only find one sock, you can only end up being irritable and scruffy. If after a visit to a lovely beauty spot you think that other people will enjoy the sight of your orange peel, you can only be inconsiderate and slovenly. If you can't find an important letter because you stuck it between the pages of a book and then returned the book to the library, you can only be forgetful. If you live in perpetual, self-imposed squalor, you must be slothful - otherwise you'd do something about it.
What a delightful minority tidy people are by comparison! They seem to have a monopoly of the best human qualities. They are clean, neat, patient, hard-working, punctual, considerate and polite. All these gifts are reflected in their homes, their gardens, their work, their personal appearance. They are radiant, welcoming people whom you long to meet, whose esteem you really value. The crux of the matter is that tidy people arc kind and generous, while untidy people are mean and selfish. The best proof of this is that tidy people, acting on the highest, selfless motives, invariably marry untidy ones. What happens after that is another story!
Comprehension
1. Comment on the main ideas raised in the text using the key words. Retell the text.
2. Do you agree with all the points stated in the argument? Why?
The argument: key words
1. Easy to spot: men of species, uncombed, untidy.
2. Women: smeared lipstick; handbags stuffed with rubbish; horde of neglected children.
3. Male and female species: leave litter at railway stations, streets, etc.
4. Who are they? Untidy people; three-quarters human race; trail of rubbish pursues them.
5. Unwise to call at their homes - especially if not expected.
6. Might find: e.g. socks behind refrigerator; marbles in jam.
7. Newspapers on floor; overflowing ashtrays; withered flowers wither ing.
8. Desks: dumping grounds for junk; bedrooms: best not to say.
9. Cars: old lolly sticks; chewing gum, carpets; 'Running In' - ten-year-old vehicle.
10. Not nice people to know: irritable, inconsiderate, forgetful, slothful, etc.
11. Untidiness breeds these qualities; hardly surprising.
12. E.g. Irritable if you can only find one sock.
13. Inconsiderate if you leave litter at beauty spots.
14. Forgetful: can't find letter; stuck in book returned to library. .
15. Slothful: live in self-imposed squalor, do nothing about it.
16. Tidy people delightful by comparison; monopoly of best qualities.
17. Clean, neat, patient, etc., reflected in homes, gardens, personal appearance.
18. Radiant, welcoming people; long to meet them; value their esteem.
19. Tidy people: kind, generous. Untidy ones: mean, selfish.
20. Tidy people usually marry untidy ones: another story.
3. Give your comments on each of the points of the counter-argument.
The counter-argument: key words
1. People obsessed with tidiness are not quite human.
2. Possess very bad qualities: nagging; mean; jealous; spoil-sports; old-fashioned; narrow-minded; prudish; self-satisfied prigs.
3. E.g. house-proud housewife: family not allowed even to walk on floors! Houses like museums.
4. Husbands: tidy desks on which work is never done; tidy shelves of books never read.
5. Tidy people can't enjoy life; don't know how to live.
6. Slaves of material things. Hygienic lives: always polishing floors, cleaning cars, etc.
7. Their children are insufferable: always dressed in best suits; not allowed to play.
8. Tidy people: lack ideas, are uncreative.
9. Never have time to create anything; always pursued by things.
10. Hypocrites: interested only in outward appearances.
11. Unfriendly people: their way of life doesn't encourage friendship.
12. Usually introvert: always thinking about themselves and their pos sessions.
13. Very often depressed, unhappy; mental hospitals are full of tidy people.
4. Try to write down your own article based on the key words of the counter argument.
5. Consider the last passage of the article. Comment on it. Try to answer the question “What happens after that …?” (do it in written form).
Text 4
LETTER TO THE PRESIDENT OF THE UNITED STATES IN 1885
Chief Seathl
The Great Chief in Washington sends word that he wishes to buy our land. The Great Chief also sends us words of friendship and good will. This is kind of him, since we know he has little need for our friendship in return. But we will consider your offer, for we know if we do not do so, the white man may come with guns and can take our land. What Chief Seathl says, the Great Chief in Washington can count on as truly as our white brothers can count on the return of the seasons. My words are like the stars — they do not set.
How can you buy or sell the sky — the warmth of the land? The idea is strange to us. Yet we do not own the freshness of the air or the sparkle of the water. How can you buy them from us? We will decide in our time. Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing and humming insect is holy in the memory and experience of my people.
We know that the white man does not understand our ways. One portion of the land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He leaves his fathers' graves behind and he does not care. He kidnaps the earth from his children. He does not care. His fathers' graves and his children's birthright are forgotten. His appe tite will devour the earth and leave behind only a desert. The sight of your cities pains the eyes of the redman. But perhaps it is because the redman is a savage and does not understand... There is no quiet place in the white man's cities. No place to hear the leaves of spring or the rustle of insects' wings. But because perhaps I am a savage and do not understand the clatter only seems to insult the ears. And what is there, to life if a man cannot hear the lovely cry of the whippoorwill or the argument of the frogs around a pond at night? The Indian prefers the soft sound of the wind darting over the face of the pond, and the smell of the wind itself cleansed by a mid-day rain, or scented with pinion pine. The air is precious to the redman. For all things share the same breath — the beasts, the trees, the man. The white man does not seem to notice the air he breathes. Like a man dying for many days, he is numb to the smell of his own stench...
If we sell you our land, love it as we've loved it. Care for it as we've cared for it. Hold in your mind the memory of the land, as it is when you take it. And with all your strength, with all your might, and with all your heart preserve it for your children, and love it as God loves us all. One thing we know — our God is the same God. This earth is precious to Him. Even the white man cannot be exempt from the common destiny.
Comprehension
1. Read this letter written in the nineteenth century and be ready to discuss it in class (the questions that follow may be of aid).
Questions:
1. Why does Chief Seathl write this letter to the Chief in Washington? How does he express his attitude toward the white man's intentions? What idea strikes him as strange? Why is Chief Seathl sure that his land will be bought by the white people?
2. What is the earth for the redman? How is the white man's attitude toward the earth described in the letter? Whom could you call "a savage"?
3. What does Chief Seathl think of the cities of the 19th century? Has the situation changed in the cities of the USA and other countries by now? Does the sight of our towns "pain your eyes"? Do people regard air as precious nowadays? Do you consider it quite possible to smell "the wind... cleansed by a mid-day rain or scented by pinion pine" in a modern city? Do you think that the contemporary man "is numb to the smell of his own stench"?
Text 5
What Have Your or I, Actually Done About It?
I was sitting around with some friends recently when one of the party mentioned that she now has four dustbins. This caused some hilarity, but when she explained that one was for paper, one for glass, one for tins and the fourth for everything else, we were all stunned into silence. Here was someone actually taking action in the most direct way — not just reading about it and discussing it endlessly on the lines of "isn't it dreadful, but what can we do?" Of course, I don't know whether her council is one of the few enlightened ones who will actually be able to recycle the rubbish she is so painstakingly assembling — if they're not, she's probably bombarding them with letters making sure they soon are! And her plan is certainly worth it. In Britain it is estimated that up to half of our rubbish could be recycled — less than 10 per cent is.
We all know what to do: magazines, newspapers, radio and television have banged on endlessly at us all year, but I think many of us are sunk in what I call "the diet book syndrome". You buy the book, read it through once and sometimes con vince yourself you've done something about your weight. You haven't, and neither have the vast majorities of consumers switched over to a way of life that will save the planet.
Over two million people (15 per cent of those who voted) went and cast their vote for the Green Party in the European Elections last June. That's the highest percentage vote ever achieved by any Green Party in the world in a national poll. Stupendous, amazing, the greatest support the Party has ever had — but it makes you wonder why at least 15 per cent of people in Britain aren't buying and acting Green in their everyday lives.
Harking back for a moment to my friend with her four rubbish bins. She wouldn't be considered anything out of the ordinary in many European countries. In Austria they auto matically deliver two separate bins for each household, one for paper and one for bottles. And in New York State they have strict laws to encourage the separation of household rubbish.
In Germany one-sixth of all cleansing products sold are ecologically sound. Here we have Green products on the shelves and not enough people buying them. I am delighted to go into a shop and find one or two products by Ecover, Faith and others, but I would be even more pleased if I could choose between half a dozen sorts of ecologically sound washing powder, not thrilled to have found just one amongst all those still polluting the environment. Ecover, who are at the forefront of the ecological products movement, believe that their turnover this year will be around £ 10 million. That's wonderful, but Lever Bros — who make many of the ad vertised brands — will have sales of around £ 270 million.
We can all make a contribution to whether the planet lives or dies in all areas of our lives: what we eat, wear, how we live and our transport. Under a three-stage plan which is now under way in California, there are measures to promote car sharing, limitations on the ownership of cars and enforceable pressure on companies to switch to "clean" cars. In this coun try it's been difficult enough to persuade people of the bene fits of lead-free petrol and the best incentive the Government could come up with was to lop 10 p off the price in the last budget.
But then we can't really expect help from the Govern ment — this is one revolution that has to be consumer-led, and it can be done. In Sweden consumers became aware of the dangers to their health and the environment from the dioxins produced by bleaching paper products. They protested so vociferously that they were able to force the manufacturers to change their processes so that today 95 per cent of paper products in Sweden are made using chlorine-free pulp.
The growth of the number of outlets for organic food shows what people are looking for, but the Government isn't putting any money into supporting or developing organic farming. Instead we are still pumping funds into supporting the market price of surplus food grown with fertilizers that an increasing number of consumers just don't want. Have you got a Green supermarket in your town? No, nor have I, but they have in Holland where attitudes to conservation are very different to ours.
It's not our education that needs changing on the ecological front — it's the ingrained attitudes that are so hard to break. Since World War I we have been the ultimate consumer generation and it is hard to go back to the pre-war attitudes that became unfashionable, and unnecessary, in the midst of such seeming plenty. "Waste not, want not" doesn't just apply to your household rubbish, but to so many other things: washing out carrier bags and re-using them, saving paper bags, switching to products in glass instead of aluminium, switching off lights, turning down the heating.
So what are we going to do? Talk or act? We don't have time to debate while the earth is dying — either we get involved now by conserving all the energy we can, discrimi nating in favour of all ecologically sound products and giving back to the earth instead of just taking. Or we resign our own and our children's futures right now.
Comprehension
1. To do this exercise, glance at the text above for information, then, eyes up, give a response.
1. What did the author think about when one of the party explained why she had four dustbins?
2. What do these words mean: "Here was someone actually taking action in the most direct way"?
3. What is meant by "the diet book syndrome"?
4. What party was supported by 2 million people in the European Elections?
5. Why does the author say that the woman with her rubbish bins wouldn't be considered anything out of the ordi nary? Give some facts to confirm your words.
6. Is there any difference between the turnover of the companies selling ecologically sound cleansing products and the amount of money gained by the companies still polluting the environment?
7. What measures are being taken in California according to their three-stage plan?
8. How were the manufacturers in Sweden forced to change their processes in making paper products?
9. Have you got a Green supermarket in your town?
10. What other steps are suggested by the author to save the life on our planet?
11. What does the saying "Waste not, want not" mean?
2. Study the meanings and the contexts of the words in bold type. Translate the sentences into Russian.
1. While commercial agriculture stolidly continues to produce government-subsidized mountains of surplus hy brid corn and hard red wheat, these new farmer-entrepre neurs bend an ear to the market-place and produce the food consumers want.
2. How are rural citizens responding to the monopoliza tion? Some get involved in politics and protests, while others search for extra part-time jobs.
3. Indeed, economic and government policies promoted by agribusiness interests are most responsible for the decline in the number of farmers.
4. Disclosure of information caused some citizens to leave the area. Some members of the Concerned Neighbors of Kodak Park made plans to move, causing Kodak to set up a financial incentives program in an attempt to stabilize local housing.
5. As we value the contribution that each one of our pupils can make to the school community, we also recognize that each has something to give to adult society.
6. Half a million East Asian women are estimated to be working in export processing zones.
7. Fees at the Grange for 1986 were nearly £ 500 a term, and the school had a £ 1 million turnover.
8. In the Street of Tentmakers a few skilled craftsmen still painstakingly sew huge appliquéd tent pavilions.
9. As an international financial institution of long stand ing, the Commerzbank Group is at home beyond Western Europe in decisive markets around the globe with 60 outlets in 45 countries.
10. Lemon has a bleaching, astringent agent.
11. The campaign to stop abolition of the clause has become much more vociferous north of the border than it Is In the south.
12. To hark back to the events, look at the photo.
13. Martha is a woman of stupendous energy.
14. The two biggest states to go to the polls on March 7th, California and New York, have "closed" primaries: only Re publicans votes count.
15. For a long time, industry in every country treated the world as a vast free rubbish dump.
16. The converter is charged with scrap steel, molten pig iron and some limestone.
17. Everything must be recycled to conserve the world's resources.
18. In the 1970s, recycling took off as one of the central environmental creeds for conserving resources and reducing the pile-up of waste materials.
19. This food should be eliminated from your diet as you may be allergic to it.
20. Pollution can aggravate your illness.
21. Some of our junk has little or no intrinsic value. Some has value and could be of use to someone. But for us it is still junk.
3. Fill in the blank spaces, choosing words with meanings suggested in parenthesis. (The words are in bold type in Exercise 2.)
1. The idea is that by increasing information about the
riskiness of banks, this would increase their (motivation)_____
to act prudently and so reduce the risk of failure.
2. The hours are long, much of the work is numbingly routine, and staff (profit)_____is high.
3. A growing proportion of international business is con ducted under English and American law, even when the firms (engaged)_____are continental European or Asian.
4. This legislation had been drafted in such a way that it
would have permitted a (person who uses goods)_____to sue
any website operator in his home jurisdiction, even if the website never intended to sell anything there.
5. After about ten minutes wipe off any (extra)_____
cream with a paper tissue.
6. She sun has (lightened)_____your hair.
7. The birds were so (noisy)_____that I woke up.
8. Each claim requires (diligent)_____research; there can
be no blanket deal, as there was, for example, with Swiss banks.
9. The damages were (assessed)_____at £ 100,000.
10. Shamed by their modest (donation)_____to relieving
the poor, they should shoulder a fairer share of the burden.
11. A (voting)_____this month by this paper showed that
71% asked oppose letting foreigners buy Banespa, a big state-owned bank.
12. Tennis can be (a good opportunity to release)_____the
boy's energy.
13. It's the duty and the pleasure of every good man (to help the progress of)_____those who show themselves deserv ing of being (helped)_____.
14. (To recollect)_____the topic, look through these words.
15. That was a (astonishing)_____display of strength!
16. Eat this food (to get rid of)_____waste matter from the
body.
Text 6
Global Climate Change
Global interdependence is nowhere as clear and inescapable as in our shared environment. There is a universal recognition that the world's environment is under attack, the environ ment has been severely damaged. All human beings are di rectly affected.
The increase in human population and economic activity is producing a dramatic buildup in CO2 and other substances that trap the sun's heat inside the atmosphere, resulting in a sharp rise in the earth's temperature.
Of all the environmental problems, global climate change is in many ways the most threatening and intractable. The linkage between mankind's economic activities and climate change is quite clear nowadays. Climate change is closely connected with radical changes taking place in the chemical composition of the atmosphere. The combustion of fossil fuels is a principal source of heat-trapping carbon dioxide (CO2), which is accumulating in the atmosphere at an alarming rate. Carbon dioxide levels are now 25 per cent higher than they were in preindustrial times. Other heat-trapping gases, such as chlorofluorocarbons and methane, are also released into the atmosphere at a growing rate.
The research carried out by Russian scientists in Antarc tica jointly with French colleagues has revealed the strong correlation between high concentration of carbon dioxide and methane in the atmosphere and warm interglacial climate regimes. What is especially alarming in these Russian-French findings is that current levels of both of these heat-trapping gases are higher than they have ever been in the past 160,000 years and are rising. If these temperature increases occur, marked changes in weather patterns and costly and severe social and economic dislocations will result.
The full consequences of global warming are not com pletely understood. While there might be some benign consequences in some limited parts of the world, it is clear that most regions, particular coastal areas, would be visited by catastrophe. Few nations will be able to adapt rapidly enough to escape major economic and ecological disruption.
Countries in temperate latitudes could see the climatic bands associated with their current forests migrating north ward faster than the forests could follow. The frequency of extremely hot days, as would the frequency and intensity of destructive tropical storms. Currently fertile areas could become arid as precipitation patterns change. This has profound implications for agriculture and water resource management. Models predict that the best grain-growing regions in both the USA and Russia will become much drier as global warming progresses. Developing countries would suffer the most se vere consequences since they possess fewer resources to adapt to change. There is clearly the capacity to adjust if the cli matic change is slight, but continuing rapid, radical change would have consequences far beyond the abilities of the na tions of the world to undertake the adaptive strategies. On the contrary, there is a necessity to make every effort to maintain the climate balance we now have.
With a continuation of the current rates of release of CO2 and an equal effect from increases in other greenhouse gases, a temperate rise of 1.5-4.5 °C by the third quarter of the 20th century can be expected. A significant acceleration in sea-level rise is also possible. Over the last hundred years, as temperatures have risen 0.5 °C, sea level has risen approxi mately 10 cm. But the rate of sea-level rise is also accelerating and is currently 2.1 cm per decade.
No one nation can solve these problems on its own, because averse environmental trends spill over all national bound aries. The countries of Europe and America, Asia and Africa have an urgent duty to join together, face their challenge. The time to act is now. As a first priority, energy consumption, particularly fossil fuel combustion, must be curtailed.
The people of the earth share life on one planet. Only by acting together we can meet the common dangers that face us all. Bold steps must be taken to stop the environmental degra dation.
1. Complete as much as possible of the table with other forms of the words below. Use a dictionary to help you if necessary.
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VERB |
NOUN |
ADJECTIVE |
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precipitation |
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Predict |
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profound |
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maintain |
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degradation |
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fertile |
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threat |
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urgent |
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Reveal |
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combustion |
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Occur |
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consumption |
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equal |
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accumulate |
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principal |
2. Here are some words and phrases from the Text "in action". Study their meanings and the contexts they are used in. Trans late the sentences into Russian.
1. This group of toxic chemicals by-products is subsequently formed from reactions of combustion products in the atmosphere.
2. Current research indicates that fine particulate matter is the air pollutant with the greatest immediate health impacts.
3. We need to maintain an armoured capability.
4. The findings reveal that six out of ten young people would not know what to do if a friend had an asthma attack.
5. The surface was damaged by salt and grit tracked in by tourists wearing sneakers.
6. The second purpose of the visit was commercial. China's rapid economic expansion has created a demand for environ mentally friendly energy resources, which Beijing is techno logically unable to supply.
7. The first priority will clearly be his statement to the Commons on EMU, which will point to the economic difficul ties of any early commitment.
8. The nature of the offence is so awful I fear it will never be safe to release you among the public.
9. Books give many different perspectives on the world, you can take them at your own pace and share your experience.
10. This season's snowboarding at its peak has injected youth appeal. The dramatic new ski shapes that have appeared over recent years — wide body and parabolic — are unprecedentedly user-friendly, extending a skier's career by a decade and allowing intermediates to ski like experts.
11. The board of Greenalls, one of Britain's biggest pub companies, was in emergency session last night after the institutional shareholders had called for urgent action includ ing a management shake-up.
12. There is an acceleration in the rate of economic growth in this country.
13. His union would back members who refused to teach more disruptive youngsters and might be pulled out on strike as a last resort if the new influx made proper lessons impossible.
14. Estimates suggest that damage from acid precipitation could become ten times more severe by the year 2000 unless stringent action is taken to reduce pollution output.
15. There you'll enjoy a special benign climate.
16. They have curtailed the number of their troops in the region.
17. Our economy has to deal with what can be called intract able problems.
3. Replace the words and expressions in bold type with those your attention was devoted to in the previous exercise.
1. He began his business in a time of relatively favourable economic conditions.
2. This sharp rise in the percentage of "senior citizens" probably will lower the future rate of the American popula tion.
3. These children with emotional and behavioural problems have a disorganizing influence on the rest of the class.
4. Our faith is in the need to keep control over our own security.
5. Young children and adults tend to have similar ideas about science.
6. The key information that has been found as a result of their studies among youngsters is that 63 per cent do not believe that school has prepared them for the real world.
7. Water vapour enters the atmosphere following the evapo ration of fresh and salt water, condensing into clouds and fog before being let out from the atmosphere as rain or snow.
8. The leaders of the most technologically developed na tion must be prepared to help developing nations generate energy in ways that will not further do harm to our fragile environment.
9. Considerable disagreement exists amongst scientists as to acid rains.
10. If the Government further penalises city dwellers, it can only lead to the stimulation of the unwelcome movement from town to country.
11. Products of burning are poisonous and carcinogenic.
12. The cleaning-up operation after the oil spill seemed to be absolutely unmanageable.
13. Forest protection is what should be dealt with first, and we and you can make an important contribution.
14. Private investors should not attempt to buy or sell shares during the present period of computer-inspired stock market chaos.
15. Glimpses of the girl's troubled background were shown at the Court of Appeal in London as the girl's legal guardian asked three judges to allow the couple to adopt her against the wishes of her mother.
16. Scientists have already discovered that CFCs are ruinous for the ozone layer.
17. NASA has predicted a 10% depletion of the ozone layer by 2050 unless there is a sudden decrease in the use of CFCs.
18. This law could diminish the power of the centre.
19. There was an acute need for food in Somalia that year.
Adapt is to make suitable to requirements or new conditions, chiefly to the habits and cus toms of others. Adapt suggests flexibility: it is natural and stresses readiness to change. e.g. His eyes adapted to the darkness.
to adapt oneself to a new environment; to adapt one's manners to one's company Accommodate to mental and intellectual ca pacities suggests that there are only partial concessions.
e.g. All the members of the family accom modated themselves to her desires, to accommodate facts / statistics to the theory
Adjust is to make (a thing) suitable for a function; to put in order things that may be contradictory so that parties are agreed.
Adjust is oriented to the result. Adjust re fers more to mechanisms. If accomodate im plies to keep as well as to put in order, adjust means simply to put in order to get the best possible result. ,
Cf. His eyes adapted to the darkness. (It is natural.)
His eyes adjusted to the darkness. (He wanted it.)
4. Give a free translation of this text and comment on it.
РАСТЕНИЯ И ЛЮДИ:
ЖИЗНЬ В ОБЩИХ ИНТЕРЕСАХ
А где же город? Это был мой первый вопрос друзьям по дороге из аэропорта в Лос-Анджелес. «А это он и есть», — ответили мне. То, что я видел вокруг, никак не напоминало город: горы, пальмы, океан, переплетения автострад, ряды невысоких домов и... полное отсутствие людей. Такое впе чатление, что Лос-Анджелес создан не для них, а для авто мобилей; пешком ходят в основном бездомные. «Далеко ли почта?» — спрашиваю. «Пять минут вот по этой дороге». После 40 минут ходьбы до меня доходит, что имелось в виду «пять минут на машине». В средней калифорнийской семье число автомобилей соответствует числу взрослых. Резуль тат — ежедневные пробки и смог от смешанных с туманом выхлопных газов, хотя после московского воздуха здешний покажется удивительно чистым.
Лос-Анджелес занимает первое место среди американс ких городов по растительному многообразию; здесь насчи тывается 690 тысяч деревьев ста пятидесяти пород. Улицы и бульвары пахнут эвкалиптом, магнолией, жасмином и можжевельником. Один из самых загрязненных городов планеты благодаря обилию растений выглядит то как цве тущий луг, то как субтропический лес.
В городе 50 тысяч пальм. Как и большая часть местной флоры, пальмы — растения привозные. До 1913 года, когда в долину Лос-Анджелеса провели канал, здесь не росло почти ничего, кроме кустарников. Иммигранты из разных стран преобразили город, высаживая растения, привезен ные с родины. Отвоеванный у пустыни, Лос-Анджелес счи тается «энциклопедией мировой флоры». Этот город — ре кордсмен США и по площади лесов и парков. Один только Гриффит-парк в четыре раза больше Центрального парка Нью-Йорка; 1620 гектаров пересеченных тропами холмов, куда по воскресеньям горожане с рюкзаками за плечами отправляются подышать свежим воздухом. А растения в ботаническом саду как бы символизируют многоликость этого полиэтнического города. Когда-то здешний магнат Хангтингтон окружил этим садом свой особняк, собрав на площади в 61 гектар 15 тысяч растений и устроив во многих уголках «тематические подборки»: бамбуки, розы, какту сы, пальмы... Все пейзажи мира соседствуют здесь.
В этом городе люди и растения в полном смысле слова помогают друг другу выжить. Без зеленых насаждений город просто задохнулся бы в выхлопных газах. Поэтому и люди здесь так заботятся о природе: муниципалитет не только ежегодно высаживает на улицах тысячи новых де ревьев, но и охотно снабжает саженцами и семенами садо водов-энтузиастов.