Дводненко Е.В., Кожевникова А.С., Петряева Н.И.

А.С. Кожевникова

Н.И. Петряева

АНГЛИЙСКИЙ ЯЗЫК

ДЛЯ СТУДЕНТОВ-БАКАЛАВРОВ

ENGLISH FOR BACHELORS

Учебное пособие

 

 

Издательство

Белгородского университета

кооперации, экономики и права

автономная некоммерческая организация

высшего профессионального образования

«БЕЛГОРОДСКИЙ УНИВЕРСИТЕТ

КООПЕРАЦИИ, ЭКОНОМИКИ И ПРАВА»

 

 

Е.В. Дводненко

А.С. Кожевникова

Н.И. Петряева

АНГЛИЙСКИЙ ЯЗЫК

ДЛЯ СТУДЕНТОВ-БАКАЛАВРОВ

ENGLISH FOR BACHELORS

Учебное пособие

 

Рекомендовано Научно-методическим советом университета

 

Издательство

Белгородского университета

кооперации, экономики и права

 

УДК 811.111 (075.8) Рекомендовано к изданию ББК 81.2Англя73 кафедрой иностранных языков. Д24 Протокол № 5 от 25.01.2012 г.

Авторы:

Дводненко Елена Витальевна, кандидат социологических наук, доцент кафедры иностранных языков БУКЭП

Кожевникова Анна Сергеевна, старший преподаватель кафедры иностранных языков БУКЭП

Петряева Наталья Ильинична, старший преподаватель кафедры иностранных языков БУКЭП

 

Рецензент

Гомонко Римма Васильевна, доцент кафедры иностранных языков БУКЭП

 

Дводненко Е.В., Кожевникова А.С., Петряева Н.И.

Д24 Английский язык для студентов-бакалавров.English for bachelors: Учебное пособие. – Белгород: Издательство БУКЭП, 2012. – 115 с.

 

Учебное пособие состоит из одиннадцати разделов и приложения, содержащих ряд лексико-грамматических упражнений и текстов для чтения, письменного перевода и обсуждения, а также разговорные формулы, способствующие грамотной организации устной и письменной речи. Материалы данного пособия отражают основные цели и задачи развития навыков и умений общения на английском языке. Учебное пособие предназначено для студентов всех направлений подготовки бакалавриата очной и заочной форм обучения, изучающих дисциплину «Иностранный язык».

 

УДК 811.111 (075.8)

ББК 81.2Англя73

© Издательство БУКЭП, 2012

сОДЕРЖАНИЕ

 

 

Введение…………………………………………………...
UNIT 1.	Family life ………………………………
UNIT 2.	Education………………………………..
UNIT 3.	English-speaking countries………………
UNIT 4.	Language in our life……………………..
UNIT 5.	Ecological problems…………………….
UNIT 6.	Youth’s world……………………………
UNIT 7.	Science in our life……………………….
UNIT 8.	Youth and employment…………………
UNIT 9.	Youth rights and duties………………….
UNIT 10.	Healthy way of life………………………
UNIT 11.	Cooperative movement………………….
Appendix I.	Conversational formulas…………………
Список рекомендуемой литературы…………………….

 

 

ВВЕДЕНИЕ

Настоящее учебное пособие содержит текстовой материал, серию упражнений, направленных на развитие умений и навыков работы с иноязычным текстовым материалом, дидактический материал для развития навыков говорения, задания для самостоятельной исследовательской и творческой работы, а также список разговорных формул, способствующих грамотной организации устной и письменной речи.

Пособие составлено в соответствии с рабочей программой по дисциплине иностранный язык ФГОС 3-го поколения и предназначено для студентов-бакалавров всех направлений подготовки очной и заочной форм обучения.

Цель пособия – выработать у студентов умение читать оригинальную английскую литературу для извлечения нужной информации, научить студентов вести беседу, делать индивидуальные и коллективные сообщения в рамках изучаемого материала, работать с разнообразными источниками информации, а также одновременно развить у студентов навыки самостоятельной работы.

Текстовый материал, подобранный с учетом его информативности и актуальности, позволяет варьировать объем заданий в зависимости от уровня подготовки каждого студента.

Серии целенаправленных упражнений призваны обеспечить развитие умений и навыков просмотрового и изучающего чтения, монологической и диалогической речи, а также ведения групповой дискуссии.

Характер учебного материала и его организация позволяют обучать всем видам речевой деятельности на английском языке и обеспечивают постепенную подготовку к работе с оригинальными текстами в рамках дисциплины «Иностранный язык в специальности».

UNIT 1. FAMILY LIFE

Work in pairs.

One student makes a sketch of his (her) family tree trying to remember all his (her) relatives, the other asks questions and draws the family tree. Then they compare the sketches.

 

Text 2. Family problems

ACTIVE VOCABULARY TO REMEMBER

to honour dead misunderstanding adulthood adolescence values generation gap generation gap drug juvenile delinquent to be convinced rescue to dial way out

– почитать, уважать, чтить – однообразный, безжизненный, неживой, мертвый – неправильное понимание, размолвка, ссора, разногласие – зрелость, взрослость; состояние зрелости организма – подростковый возраст, юность – достоинства, ценности – поколение – разрыв, глубокое расхождение (во взглядах и т. п.); недостаток – конфликт поколений, проблема отцов и детей – наркотик – малолетний преступник – быть убежденным, уверенным – спасение – набирать номер, звонить – выход из положения

"Honour your mother and father and you will live long and be well, if not, you will die" – says the Bible. Some families are happy, some are dead. It seems to me the reason is misunderstanding of each other in the family.

One more thing, teenagers can take on most of the rights and responsibilities of adulthood. Before this occurs, however, they go through the period of adolescence and most of them experience conflicts at that time. They change rapidly both physically and emotionally and they search self-identity as they grow up and become more independent.

Sometimes teenagers develop interests and values different from those of their parents. That sets a conflict between two generations, which leads to a gap in mutual understanding. Traditional disagreements are: the time to come home at night, doing work about the house and the friends to spend time with.

I'd like to point out, that teens face a number of problems: drinking al­cohol or using drugs. Moreover, some children run away from their homes. Most of them return after a few days or weeks, but some turn to crime and become juvenile delinquents.

I'm convinced that sometimes parents do not care about their children. It is exactly at that age when young people need a piece of advice or help. Different TV programmes and magazines for the young come to their rescue. In case of need you can also dial a special telephone number, the so-called 'telephone of trust'.

But it's not the way out. Parents should help their children and find the right approach to them so as to make everything clear. Being able to view the problems more rationally, they should try to do their best to resolve them. We need to learn to talk our problems over in our family. If we are able to do it, everything will be all right.

Practice:

 

1. Answer the following questions:

1. What does the Bible say about parents? 2. What is the reason of unhappy family? 3. When do teenagers experience conflicts? 4. What sets a conflict between two generations? 5. What problems do teens face? 6. What do teenagers especially need at that age? 7. How should parents help their children? 8. What other means come to their rescue? 9. What do we need not to have problems in the family?

UNIT 2. EDUCATION

Text 1. Belgorod University

OXFORD

There has been a town where Oxford now stands for many centuries – even before 912, the first written record of its existence. The University began to establish itself in the middle of the 12^th century, and by 1300 there were already 1,500 students. At this time Oxford was a wealthy town, but by the middle of the 14^th century it was poorer, because of a decline in trade and because of the terrible plague, which killed many people in England. Relations between the students and the townspeople were very unfriendly, and there was often fighting in the streets. On 10^th February 1355, the festival of St Scholastica, a battle began which lasted two days. Sixty-two students were killed. The townspeople were punished for this in two ways: they had to walk through the town to attend a special service on every St Scholastica’s day until 1825. Worse than this, the University was given control of the town for nearly 600 years. Nowadays, there are about 12, 000 students in Oxford, and the University and the town live happily side by side!

CAMBRIDGE

Cambridge must be one of the best-known towns in the world, and can be found on most tourists’ lists of places to visit. The principle reason for its fame is its University, which started during the 13^th century and grew steadily, until today there are more than twenty colleges.

Most of them allow visitors to enter the grounds and courtyards. The most popular place from which to view them is from the Backs, where the college grounds go down to the River Cam.

The oldest college is Peterhouse, which was founded in 1284, and most recent is Robinson College, which was opened in 1977. The most famous is probably King’s, because of its magnificent chapel. Its choir of boys and undergraduates is also very well known.

The university was exclusively for men until 1871 when the first women’s college was opened. Another was opened two years later and a third in 1954. In the 1970s, most colleges opened their doors to both men and women. Almost all colleges are now mixed, but it will be many years before there are equal numbers of both sexes.

Notes:

* tutorial – наставнический; tutorial system — университетская система обучения путём прикрепления студентов к отдельным консультантам

Practice:

 

1. Write a word to each definition:

– university – accommodation

– college – visitor

– festival – popular

– trade – chapel

 

1) the act or an instance of buying and selling goods and services;

2) a place of Christian worship in a larger building, esp a place set apart, with a separate altar, in a church or cathedral;

3) a day or period set aside for celebration or feasting, esp one of religious significance;

4) widely favoured or admired;

5) a person who pays a visit; caller, guest, tourist, etc;

6) a school or an institution providing specialized courses or teaching; part of a university;

7) lodging or board and lodging;

8) an institution of higher education having authority to award bachelors' and higher degrees, usually having research facilities.

Text 1. Great Britain

 

Active vocabulary to remember

 

climate cool climate mild climate	– климат – прохладный (нежаркий) климат – мягкий климат
a coast	– морской берег, побережье
to consist of smth. to comprise to include	– состоять из чего-либо – включать, заключать в себе – заключать, содержать, включать
a deposit deposits of coal deposits of iron ore natural resources	– залежи, месторождение – месторождения угля – месторождения железной руды – природные богатства (ресурсы)
to divide	– делить, разделять
an enterprise	– промышленное предприятие
fog	– туман
industry a branch of industry cotton industry iron and steel industry ship-building industry textile industry	– промышленность, индустрия – отрасль промышленности – хлопковая промышленность – металлургическая промышленность – кораблестроительная промышлен-ность – текстильная промышленность
to influence	– оказывать влияние, влиять
an island	– остров
to place orders	– заказывать, размещать заказы
power	– могущество, власть, влияние, мощь
to be situated	– располагаться, быть расположен-ным
to vary varied	– менять(ся), изменять(ся) – различный, разнообразный
to be washed by smth.	– омываться чем-либо

The United Kingdom of Great Britain and Northern Ireland is situated off the Northwest coast of Europe. The UK consists of four parts. They are: England, Scotland, Wales and Northern Ireland. The UK lies on the British Isles. The two main islands are Great Britain and Ireland. They are separated from the continent by the English Channel and the Strait of Dover. The west coast of the country is washed by the Atlantic Ocean and the Irish Sea, the east coast is washed by the North Sea. The population of the United Kingdom of Great Britain and Northern Ireland is nearly 60 million.

Geographically Great Britain is divided into Lowland Britain and Highland Britain. Lowland Britain comprises Southern and Eastern Britain. Highland Britain includes Scotland, Wales, the Pennines and the Lake District. The highest mountain, Ben Nevis, is in Scotland. The flora of the British Isles is much varied and the fauna is similar to that of the north-west of Europe.

Britain is not very rich in natural industrial resources. The main coal areas are the South Wales fields, the Lowlands of Scotland, the Yorkshire field and others. The deposits of iron ore are in the east of England and in the Middle-England plain.

The climate of Great Britain is mild. The Atlantic Ocean and the warm waters of Gulf Stream influence the weather of the British Isles. Summers are cool and rainy. There is a lot of rain and fog in autumn and in winter.

There are a lot of rivers in Great Britain. The Severn is the longest river; the Thames is the most important one.

The United Kingdom is one of the world's most industrialized countries. Big cities and towns such as London, Glasgow, Manchester, Liverpool and others have enterprises of nearly all branches of industry, old and new.

The biggest centers of iron and steel industry are situated in the neighbourhood of coal basins. They are Newcastle, Cardiff, Glasgowand Sheffield. Steam engines and electric motors, machine tools, derricks, textile machinery, locomotives and automobiles are produced at the machine-building plants of Birmingham, Sheffield and London. The shipbuildingindustry is of great importance for Britain. Many countries place orders for new ships with the British shipyards in Glasgow, Belfast and Newcastle. The most important branches of the textile industry are woolen and cotton industries. British woolen stuffs are widely known for their high quality. The main center of the cotton industry is Manchester. Britain imports cotton from America and other countries through the port of Liverpool.

The capital of the country is London. English is the official language.

Great Britain is a constitutional monarchy. The powers of the British Queen are limited by Parliament. The British Parliament consists of the Sovereign, the House of Lords and the House of Commons. The main political parties of Great Britain are the Conservative and Labour Parties. The United Kingdom of Great Britain and Northern Ireland has always played an important role in world politics.

 

Notes:

1. English Channel 2. Highland Britain 3. Lowland Britain 4. Lowlands of Scotland 5. Lake District 6. The Pennines 7. Strait of Dover

- Английский канал (принятое в Великобритании название пролива Ла-Манш) -гористая часть Великобритании - низменная часть Великобритании - Шотландская низменность - Озерный край, Озерный округ (живописный район рек и озер на северо-западе Англии) - Пеннинские горы - Па-де-Кале (букв. Дуврский пролив)

Practice:

Text 2. The USA

Active vocabulary to remember

to adopt	– принимать
approximate	– приблизительный
dense densely populated	– плотный, густой – густонаселенный
to be famous for smth.	– славиться чем-либо
to include	– заключать, включать, содержать
to lay out	– планировать
to possess	– обладать, владеть
to produce a product	– производить, вырабатывать – продукция, изделие
to provide	– снабжать, обеспечивать
to raise	1) поднимать; 2) выращивать, разводить
to settle	– поселиться, обосноваться
to stretch	– тянуть(ся), растягивать(ся)
trade to carry on trade	– торговля – вести торговлю
urban suburb suburban	– городской – пригород, предместья, окрестности – пригородный
to vary variety	– менять(ся), изменять(ся) – разнообразие, многообразие, множество

The United States of America is one of the largest countries in the world. Its territory stretches from the Atlantic seaboard, across the central plains, over the Rocky Mountains to the densely populated west coast and then to the island state of Hawaii.

America is a land of physical contrasts including the weather. It possesses every variety of climates, from that of the tropics, to that of the Arctic regions. The United States is also a land of rivers and lakes. The Northern state of Minnesota is known as the land of 10,000 lakes. The broad Mississippi River is the world’s third river after the Nile and the Amazon.

American farmers plant wheat on the western plains. They raise corn, wheat and fine beef cattle in the midwest. Florida and California are famous for their vegetables and fruit production, and the Northern States are known for apples, pears, berries and vegetables.

A wealth of minerals provides a solid base for American industry.

The United States of America was founded in 1776. The Constitution was adopted in 1787. 26 amendments have been introduced since then. The Constitution operates today and sets the basic forms for the US government. The United States of America is a federation of 50 states.

The USA is largely an urban nation. Approximately two-thirds of the population live in urban areas.

At present the population of the USA is about two hundred and thirty nine million. The USA is called "the nation of immigrants". The country was settled, built and developed by generations of immigrants and their children.

The language of Americans is somewhat different from English spoken in Great Britain. Its grammar and structure are the same but there are new meanings in its vocabulary. There is also marked difference in pronunciation.

There are a lot of big cities in the USA, such as New York, Chicago, Los Angeles, Philadelphia, Boston, Dallas, San Francisco and others.

New York is the largest city in the United States. It is in the south eastern New York State at the mouth of the Hudson River. It is a financial centre of the country, the headquarters of the clothing industry and the publishing business. It has a lot of schools and libraries, and some of the finest art galleries and museums in the world.

Two hundred miles south of New York is the city of Washington, the capital of the United States of America. It is the largest metropolitan area in the country. Laid out by the French architect in the late eighteenth century, it was the world's first city especially planned as a centre of government.

Chicago is the second largest city in the United States. It was built on the shore of Lake Michigan and is a busy inland port. Chicago is the centre of the meat packing industry. The city is famous for its stores and museums. It is a gigantic industrial and economic centre.

San Francisco, on the Pacific Coast in California, is considered to be the most beautiful city in the United States. It has a fine natural harbor; it carries on the trade with other countries.

Los Angeles in southwestern California is famous for Hollywood, where both movie and TV shows are produced, and its world-famous Disneyland in the nearby suburb (Anaheim).

Philadelphia is the centre of culture, education and science as well as business and industry.

The United States of America became the world leading country at the beginning of the twentieth century.

Practice:

UNIT 5. ECOLOGICAL PROBLEMS

 

UNIT 6. YOUTH’S WORLD

Knows best

Active vocabulary to remember

generation dependent blindly to accept to precede to assume to threaten to doubt conformity drab convict violence guilt-ridden to amass to retrace to shrug off to admit inhibition annihilation

– поколение – материально зависящий, зависимый, подвластный – вслепую, как слепой – принимать, брать; соглашаться – предшествовать – допускать, предполагать, заявлять права на что-л. – угрожать – сомневаться, испытывать сомнения – следование, подчинение (определенным нормам, прави­лам, догмам) – ткань темно-коричневого или серого цвета – осужденный, заключенный; каторжник – жестокость, насилие, принуждение – страдающий от сознания своей вины (иногда вообража­емой); страдающий комплексом вины – собирать; копить, накоплять – прослеживать ход развития, восстанавливать прошлые этапы – отделаться, не обращать внимания, сбрасывать со счетов – допускать, соглашаться, признавать – подавление, сдерживание; комплекс – полное уничтожение, истребление

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 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.

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, 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? 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 retrace? Haven't the old lost touch with all that is important in life?

These are not questions the older generation can shrug off easily. Their record over the past forty years or so hasn't been exactly spotless.

Traditionally, the young have turned to their elders for guidance. Today, the situation might be reserved. The elderly – if they are ready 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 annihilation. This is their glorious heritage.

Practice:

1. Answer the following questions:

1. What comment is made from generation to generation?

2. How are the young differ from previous generation?

3. What do the old always assume?

4. What are the young doing?

5. What do they reject more than anything?

6. What can the old learn from their children?

 

2. Read the text and find Russian equivalents or explain the following phrases:

- to be dependent on the parents	- to give complete responsibility
- to be educated	- to lose touch with
- to accept the ideals blindly	- ambitions
- to know best	- older generation

UNIT 7. SCIENCE IN OUR LIFE

 

What inventions, electronic and other devices would you call the most sophisticated ones that were invented in the 20th century? Try to find the information about the inventors. Suggest your own variants.

Radar: It is an electronic device for locating objects by means of shoft-wave radio echoes. It is very useful at war-time to know the position of aircrafts or ships engaged by enemy.

Radio: It is an instrument for wireless communication. It was invented in 1895 by Mr. Marcony, an Italian scientist.

Television: It is a kind of wireless machine on which we can see the distant objects with the help of its radio-action.

Transistor: It is an instrument which is fitted to radio-sets to make them workable.

X-Ray machine: It is quite useful for medical and surgical purposes. Because it can photograph the inside of the body.

Chloroform: It is kind of anesthetic. It is used in surgery for conducting painless operation. It is a thing which puts a person into a kind of sleep so that he feels nothing at the time of the surgical operation going on.

Rocket: It is the engine of the space-craft. The first rocket could travel round the earth at a speed of 18000 miles per hour.

Atomic power: Atomic power was used in making bombs for large-scale destruction in the world war II. Atomic power is now experimented to be used for peaceful purposes.

Use the plan below:

1) the invention you consider to be one of the greatest in the world; 2) the name of the person it was designed by; 3) the country this invention was made in; 4) what this thing was made for; 5) how it is used now; 6) how it influenced our life.

 

Text 1. The career ladder

 

Active vocabulary to remember

 

to apply for a job trainee to earn prospects to pay rise to promote in charge of /responsible for employee to resign to quit to give the sack to dismiss unemployed a part-time job stall to retire

– подавать заявление о приеме на работу – практикант, стажер – зарабатывать, получать доход – перспектива; виды, планы на будущее – повышение заработной платы – выдвигать; продвигать; повышать в чине/звании – ответственный, отвечающий (за ч-л.) – служащий; работающий по найму – уходить в отставку, подавать в отставку; – оставлять пост, увольняться – уволить кого-л. – увольнять (for; from); освобождать от обязанностей – безработный – неполная занятость, неполный рабочий день – ларек, палатка, прилавок – оставлять, увольнять(ся); уходить в отставку

 

Getting a job

When Paul left school he applied for (wrote an official request for) a job in the accounts department of a local engineering company. They gave him a job as a trainee (a very junior person in a company). He didn't earn very much but they gave him a lot of training (organized help and advice with learning the job), and sent him on training courses.

Moving up

Paul worked hard at the company and his prospects (future possibilities in the job) looked good. After his first year he got a good pay rise (more money), and after two years he was promoted (given a higher position with more money and responsibility). After six years he was in charge of (responsible for/the boss of) the accounts department with five other em­ployees (workers in the company) under him (under his responsibility).

Leaving the company

By the time Paul was 30, however, he decided he wanted a fresh chal­lenge (a new exciting situation). He was keen to work abroad, so he re­signed from his company (quitted the company) and started looking for a new job with a bigger company. After a couple of months he managed to find a job with an international company which involved (included) a lot of foreign travel. He was very excited about the new job and at first he really enjoyed the travelling, but...

Hard times

After about six months, Paul started to dislike the constant moving around, and after a year he hated it; he hated living in hotels, and he never really made any friends in the new company. Unfortunately his work was not satisfactory either and finally he was sacked (dismissed/given the sack) a year later.

After that, Paul found things much more difficult. He was unemployed (out of work/without a job) for over a year. He had to sell his car and move out of his new house. Things were looking bad and in the end Paul had to accept a part-time job (working only some or the day or some of the week) on a fruit and vegetable stall in a market.

Happier times

To his surprise, Paul loved the market. He made lots of friends and en­joyed working out in the open air. After two years, he took over (took con­trol of) the stall. Two years later he opened a second stall, and after ten years he had fifteen stalls. Last year Paul retired (stopped working completely) at the age of 55, a very rich man.

Practice:

 

Text 2. The interview

Active vocabulary to remember

interview tool subordinate staff regulation job performance application private interviewer interviewee senior executives alteration support swap social skills qualities carefully strengths and weaknesses to assess to influence decision prospects arrangement job applicant efficiently development promotion permission to waste time promptly acceptance reputation to fluster to irritate appearance fiddling to wander to mumble to gabble to restrict to continue tricky to think ahead to anticipate appointment verbally current resignation to put on airs and graces reference employer

– собеседование – инструмент – подчиненные – правило, положение устава – выполнение работы – заявление – частный, личный, приватный – интервьюер, берущий интервью – интервьюируемый, дающий интервью – старший персонал, руководство – изменение, перемена – поддержка – смена, перемена, замена – навыки общения – характеристики, качества – тщательно, осторожно – сильные и слабые стороны – оценивать – влиять – решение – перспективы – мероприятие, условие – претендент на рабочее место – продуктивно, результативно – развитие – продвижение – разрешение – тратить время – быстро, немедленно, срочно – принятие – репутация – суетиться, волноваться – раздражать – внешность, внешний вид – пустой; занятый пустяками – отклоняться – бормотать, бурчать – говорить неясно, бормотать – ограничивать – продолжать – каверзный – думать наперед, предугадывать – упреждать; предупреждать – встреча – вербально, на словах – текущий, на данный момент – уход с должности, отставка – манерничать; важничать – (зд.) поддержка, опора – сотрудник, коллега

The interview is a very frequently used tool of communication—not only as part of the process of selecting someone to do a job, but in a host of other ways. Managers and officials need above all things, information, which is often in the possession of subordinate staff; sometimes staff members break company rules or regulations or develop personal problems which affect their job performance; at other times, senior executives make decisions which need to be explained to other staff who have to carry them out. Most interviews take place in private on a one-to-one basis between interviewer and interviewee.

Perhaps the best way to consider the interview is as a transaction, from which both the interviewer and interviewee gain something. For example, in a job interview the employer is 'selling' salary, prospects, working conditions and fringe benefits in order to 'buy' hard work, specialist skills, loyalty and integrity. Likewise the job applicant offers his инструментskill and experience in return for a satisfying, rewarding and challenging job, or, more accurately, career.

Role play the interviews after your preparations. The panel should award the job to the best applicant and give their reasons for preferring one application to another. Two groups of students should act as observers, one to evaluate the performance of the panel, the other the performance of the candidates. These teams should also give a report on their assessments.

Devise a set of questions, and then conduct a survey by interviewing students in your department to assess their views on, for example, compulsory military service, solving the unemployment problem, participation in student association social activities, what sort of employment they will be seeking, etc. Such interviews could be conducted with a portable tape-recorder for later analysis.

Text 1. Human rights

 

Active vocabulary to remember

inherent dignity value acknowledge to respect equality fairness adequate standard of living human being harassment fair trial freedom male female regardless background universal lawful just to exist moral rights fair to defend tolerance opportunity responsibility definition claim obligation education services origin to interact fundamental concept justice human dignity security to restrain value systems

– внутренний, врожденный – достоинство – ценность – признавать – уважать – равенство – справедливость – приемлемый, достойный уровень жизни – человек – приставание, преследование – справедливый суд – свобода – мужчина – женщина – независимо от ч.-л. – происхождение, корни, прошлое – универсальный, всеобщий – законный, в рамках закона – справедливый – существовать – нравственные права (законы) – справедливый – защищать – терпимость, толерантность – возможность – ответственность – определение – заявление, требование – обязанность – образовательные услуги – происхождение – взаимодействовать – фундаментальный, базовый – понятие – справедливость, правосудие – человеческое достоинство – безопасность – сдерживать; удерживать – система ценностей

 

Every person has inherent dignity and value. One of the ways that we recognize this fundamental worth is by acknowledging and respecting a person's human rights.

Human rights are not a recent invention. Discussion about these ideas can be traced back to the ancient civilizations of Babylon, China and India. They contributed to the laws of Greek and Roman society and are central to Buddhist, Christian, Confucian, Hindu, Islamic and Jewish teachings.

Human rights are concerned with equality and fairness. They recognize our freedom to make choices about our life and develop our potential as human beings. They are about living a life free from fear, harassment or discrimination.

There are a number of basic rights that people from around the world have agreed on, such as the right to life, freedom from torture and other cruel and inhuman treatment, rights to a fair trial, free speech and freedom of religion, rights to health, education and an adequate standard of living.

These human rights are the same for all people everywhere – male and female, young and old, rich and poor, regardless of our background, where we live, what we think or what we believe. This is what makes human rights ‘universal'.

Human rights cover virtually every area of human life and activity. They include civil and political rights, such as freedom of speech and freedom from torture. They also include economic, social and cultural rights, such as the rights to health and education. Some rights apply to individuals, such as the right to a fair trial: these are called individual rights. Others apply to groups of people, such as women and children: these are called collective rights.

The Universal Declaration of Human Rights, agreed to by the nations of the world on 10 December 1948, sets out the basic rights and freedoms of all men, women and children.

Rights also describe what is lawful: that is, some rights may be laid down in law. If you have a legal right to something, you may be able to defend it in court.

In many situations, though, rights exist but are not covered by law. These rights are often called moral rights and are based on people's sense of what is fair or just.

Respect for human rights helps build strong communities, based on equality and tolerance, in which every person has an opportunity to contribute. Of course, having others respect our human rights comes with the responsibility that we respect the rights of others.

Another way of understanding human rights is to look at the specific human rights that people around the world have agreed upon. Equality and freedom from discrimination are generally accepted as fundamental. Specific rights include the right to life, freedom from torture and other cruel and inhuman treatment, rights to a fair trial, free speech and freedom of religion, rights to health, education and an adequate standard of living. There are many others.

Rights are related to the values that societies live by. These values have their origins in the world's great religions and philosophies. Value systems can vary in detail between one society and another but the fundamental ideas are very similar. Concepts of justice and human dignity are at the heart of these values.

People everywhere seek physical security, freedom from suffering and freedom from unreasonable restraint for themselves and their families. They seek equality and fairness, the opportunity to reach their potential and acknowledgment of their inherent dignity.

Over the last few hundred years, ideas about human rights have developed as a way of expressing some of those values. But whether expressed or not, rights are, and always have been, a part of the way people interact with one another.

 

Practice:

1. Answer the following questions:

1) What are human rights?

2) Where do human rights come from?

3) Are there different types of human rights?

4) What are the human rights ‘standards'?

5) Who has responsibility to protect human rights?

6) Why are human rights important?

7) Are some human rights more important than others?

8) Can your human rights be taken away from me?

9) How are human rights protected different countries and in Russia as well?

10) What can you do to promote human rights?

 

2. Read the text again and find Russian equivalents or explain the following phrases:

- inherent dignity	- individual rights
- respecting a person's human rights	- lawful
- fundamental worth	- value system
- basic rights	- adequate standard of living

Organizations in Europe

The European Youth Forum is the platform of the National Youth Council and International Non-Governmental Youth Organizations in Europe. It strives for youth rights in International Institutions such as the European Union, the Council of Europe and the United Nations. The European Youth Forum works in the fields of youth policy and youth work development. It focuses its work on European youth policy matters, whilst through engagement on the global level it is enhancing the capacities of its members and promoting global interdependence. In its daily work the European Youth Forum represents the views and opinions of youth organizations in all relevant policy areas and promotes the cross-sectorial nature of youth policy towards a variety of institutional actors. The principles of equality and sustainable development are mainstreamed in the work of the European Youth Forum.

The other International youth rights organizations include Article 12 in Scotland and K.R.A.T.Z.A. in Germany. Youth for Human Rights International is an organization formed in 2001. In support of the United Nations Decade for Human Rights Education from 1995 to 2004, Youth for Human Rights International's first project was to launch a Europe-wide essay writing contest for youth between the ages of eight and eighteen, in coordination with Friends of the United Nations.

For young people

Active vocabulary to remember

 

survey expel to convince drug double to admit stimulant hallucinogen LSD Pulp Fiction to rebel to treat dare helpline illegal to increase to addict the media female male

– обзор, опрос, анкетирование – увеличение, рост – убедить – наркотик – удваиваться – признавать – возбуждающий – галлюциноген – ЛСД (наркотик, вызывающий галлюцинации) – «Криминальное чтиво» – протестовать – относиться, обращаться – вызов – телефон доверия – незаконный – увеличивать, расти – привыкнуть – средства массовой информации – мужчина – женщина

 

New survey shows that Britain's drug problem is growing. The highest increase in drug use is among teenagers. How can they be convinced to stop?

Last year, a European survey showed that the number of teenagers who had tried drugs was 6 per cent in Greece, 15 per cent in France and 30 per cent in Britain.

Statistics show that drug use by British teenagers has doubled since 1989. The half of teenagers who were interviewed admitted they had tried at least one type of a drug. 70 per cent said they had been offered drugs in the past 3 months.

The drugs that the government is most worried about are stimulant drugs such as Speed and Ecstasy (or E as it is commonly known) and hallucinogenic drugs such as LSD. They are worried that many young people believe these drugs to be exciting and fashionable. They think that many of teenag­ers will be influenced by films such as Transporting and Pulp Fiction, which show attractive people taking drugs.

The government decided that it needed a new anti-drugs campaign. However, before it did this, it studied young people's attitudes. The survey showed that teenagers knew that drugs were bad for them but they could not actually name any health risk associated with particular drugs. It also showed that 61 per cent of teenage drug-users would consider stopping using drugs if they thought they were a serious danger to their health.

It was also understood that many teenagers ignored drugs warnings in schools because they thought they were childish. In fact, it was proved that in some cases, the reason for taking drugs was to rebel against warnings from adults.

Using the results of the survey, new campaign has been started. The new campaign hopes to treat teenagers like adults. It informs young people of the health risks associated with particular drugs. It does this with photos of teenagers. On the advertisements, the parts of their bodies, which can be dam­aged by drugs, are indicated by biological diagrams showing the health risks.

Many teenagers try drugs as a 'dare' to show their friends that they are not scared. Often their friends insist until the person says ‘yes’. The health authority hopes that the advertisements will help teenagers to say "no" to this and be able to have good reason to say it. In addition to posters, the health authority has also made radio advertisements and put the number of their drugs helpline (a telephone number that can be called confidentially for help) in a lot of places. The people at the helpline advise people what to do if they have a drug problem or need more information about the dangers of drugs.

DRUG FACTS

· 31% of teenagers interviewed could not name a health risk associated with Ecstasy.

· Eton (one of England's most expensive schools) and several other schools introduced drug tests. If the tests show a pupil has used an illegal drug, he / she is expelled, and has to leave the school forever.

· It was discovered that children of 10 years old were being sold halluci­nogenic drugs (LSD). The drugs had pictures of cartoon characters on them to attract the children.

· 49 % of young drug-users say they would stop using drugs if they thought they were getting addicted.

· 35 % of young drug-users say they don't know why they use them.

· MOST young drug-users say that they listen more to what their friends say about drugs than to what the media say about drugs.

· THE NUMBER of young males taking drugs is higher than the number of young females.

· THE GREATEST increase in drug use in the past eight years is by 15-16 year olds.

· MANY people argue that smoking kills more people than drugs.

· 9.75 % of British 12-13-year-olds smoke at least one cigarette a week.

· 26.4 % of British 14-15-year-olds smoke at least one cigarette a week.

Practice:

1. Answer the following questions:

1) Can a person be too young or too old to have problems with drug addiction and alcoholism?

2) Are amphetamines addictive? Are they dangerous? Why?

3) What are the signs that someone is addicted to drugs?

4) Is it possible to become addicted to a drug even if you have only tried it once?

5) What does heroin addiction do to a person’s life?

6) How are alcoholism, nicotine and drug addiction different?

7) How can you tell if someone has a problem with alcohol?

8) Can you become addicted to ‘club drugs’ such as ecstasy?

9) What can you suggest to fight drug addiction?

10) Is it a real danger to be nicotine addicted?

11) Is it necessary to introduce criminal prosecution for drug abuse?

2. Read the text again and find Russian equivalents or explain the following phrases:

- drug use	- drugs helpline
- hallucinogenic drugs	- confidentially
- fashionable	- drug abuse
- serious danger	- health authority

Text 2. Internet addiction

 

Active vocabulary to remember

 

withdrawal symptom withdrawal addiction drugs gambling dependency to surf the Internet disorder spare-time to predict

– абстинентный синдром, синдром отмены – уход – пагубная привычка, наркомания – наркотики – игра в азартные игры – зависимость – рыскать по Интернету – болезнь – свободное время – предсказывать

 

Last week, in a private rehabilitation clinic outside Edinburgh, Leo Ed­wards, a sixteen-year-old schoolboy, was going through severe withdrawal symptoms. His body often shook violently and uncontrollably, and at mealtimes he regularly threw cups and plates around the dining room. The boy's addiction had nothing to do with alcohol, drugs, gambling or food. His problem was “Net obsession” – an over-dependency on the Internet.

An international group of psycholo