Английский язык: Практическое пособие для студентов 1-2 курсов факультета философии и психологии

Ф Е Д Е РАЛ Ь Н О Е АГ Е Н Т С Т В О П О О БРАЗО В АН И Ю В О РО Н Е Ж С К И Й Г О С У Д АРС Т В Е Н Н Ы Й У Н И В Е РС И Т Е Т

А Н Г ЛИ Й С К И Й Я З Ы К П РАК Т И ЧЕ С К О Е П О С О БИ Е Д Л Я С Т У Д Е Н Т О В 1-2 КУ РС О В Ф АКУ Л Ь Т Е Т А Ф И П С И

В О РО Н Е Ж 2005

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У тверж д ено научно-метод ическим советом факультетароманогерманской филологии п ротокол № 2. от 22.03.2005г,

С оставители: к.ф.н. С оловьеваИ .Ю ., Д уммаЕ .П ., С п ирид оноваН .Б.

П особие п од готовлено накафед ре англий ского я зы кафакультетаРГ Ф Рекоменд уется д ля студ ентов 1-2 курсов факультета философии и п сихологии Н астоя щ ее п рактическое п особие п ред назначается д ля студ ентов I – II курсов факультета философии и п сихологии д ля углубленног о изучения англий ского я зы ка. К лю чевы м моментом д анного п особия я вля ется комм уникативны й асп ект англий ского я зы ка, след овательно, авторы ставя т своей зад ачей формирование и развитие умений и навы ковустной речи. С труктурад анного п особия п ред усматривает 8 разд елов, объед иненны х п о тематическому п ринц ип у и п о общ ности вклю ченного в них лексического материала. О ни строя тся п о ед иной общ ей схеме, хотя и отличаю тся разнообразием конкретного нап олнения . П рактическое п особие сод ерж ит п рилож ение, вкотором п ред ставлены п аттерны устны х вы сказы ваний . К аж д ы й из 8 разд елов охваты вает ш ирокий сп ектр п роблемны х воп росов п о конкретной тематике и различны е зад ания д ля реш ения этих воп росов, а такж е больш ое количество ролевы х игр и п роблемны х ситуац ий . Активная лексикакаж д ого разд елазакреп ля ется вход е вы п олнения зад аний . Заверш ение работы над каж д ы м разд елом вклю чает обсуж д ение отд ельны х моментов п о теме разд ела, монологическое вы сказы вание и нап исание эссе п о д анной теме. Н а каж д ы й разд ел п особия рекоменд уется отвод ить 6 часов, хотя п рограмма мож ет меня ться в зависимости от уровня п од готовленности студ ентов.

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UNIT I CITY LIFE DECIDING WHAT IS MOST IMPORTANT IN A HOME What’s most important to you about where you live? 1. Rank the list of items that follow from 1 to 14. Give 1 to the most important, 14 to the least important. Do this individually. __ being able to walk to a grocery store or market __ having one bedroom for each person or couple __ having a yard __ having appliances (dishwasher, washing machine, dryer) __ being on the ground floor, so there are no stairs to climb __ being able to have parties or play loud music without bothering your neighbors __ having a quiet atmosphere, with no loud noise from neighbors __ not having to do outside work (for example, yard work or painting) __ knowing people who live near you __ owning the property where you live __ living in an area where there is not much crime __ living close to where you work or go to school __ living near relatives or very close friends __ having recreational facilities (swimming pool, tennis courts, etc.) 2. Discuss the results with your class. Which items were the most important to the most people? Which were the least important? CHOOSING BETWEEN SMALL TOWNS AND BIG CITIES You are going to discuss the advantages and disadvantages of small towns and big cities. 1. Form groups of three to five students. 2. In the chart that follows, list the advantages and disadvantages of living in small towns; then list the advantages and disadvantages of living in big cities. Each person in the group should write the same list. 3. Find a partner from another group. Discuss and compare your answers. 4. With the whole class, discuss whether you would prefer to live in a small town or a big city. Give your reasons. Small Town Advantages:___________________Disadvantages:_____________________ Big City Advantages____________________Disadvantages:_____________________ PUTTING A STORY IN ORDER: «THE RECKLESS DRIVER» «The Reckless Driver» is a story about Tom, a reckless city driver, and what happened to him one morning on the way to school. The given map shows the area where he was driving. The paragraphs that follow tell the whole story. The story is not in order, however. Your task will be to put it in order.

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1. Divide into groups of seven students. (Seven is the ideal number. If there are fewer than seven in one group, some students can take more than one part.) 2. Each student should choose one of the paragraphs in the story. You will be responsible for that paragraph only. 3. Read your paragraph and make sure you understand it. Then draw on the map the part of Tom's route that your paragraph describes. 4. Read your paragraph again and make sure you know the information well enough to explain it without looking at the book. 5. Use only the map when you are ready to explain your part of the story. 6. You will have fifteen minutes to: a). listen to each person in your group, tell his or her part of the story; b). decide what the correct order of the story is; c). draw Tom's complete route on the map.

Story A. He was in a hurry, so he drove a little faster until he reached Briarwood Road, where he made a right turn. He got behind a very slow car, so he passed it even though he was in a no-passing zone. B. In a few seconds he saw a flashing blue light in his rear-view mirror. A policeman gave him a ticket for going through a red light and for reckless driving. Then Tom drove slowly and carefully on to Carlton. C. Tom began his usual trip to Carlton University by getting on Interstate 40(I-40), a large highway, at Monroe Drive. He drove north, driving in the left lane most of the way and passing quite a few cars. He was speeding - going about 70 miles per hour although the speed limit was 55 miles per hour. D. After passing Buford Highway, he had to merge with another lane of traffic, so he speeded up and passed two cars as he continued on his way. Suddenly he remembered that he was supposed to pick up his friend Carlos at the Four Square Apartments. E. When he reached North Hills Road he made a quick right turn without signaling or stopping. Right after that, when he got to Robertson Road, he saw that the light was yellow, so he accelerated. However, by the time he went through the light, it was red. F. When he reached the apartments he turned in and honked the horn. Carlos came out immediately and hopped in the car. Tom drove back to Briarwood Road and turned left. He accelerated to about 50 miles per hour, even though it was a 35 miles per hour zone. G. He got off the expressway at the North Hills Road exit and made a left turn at the traffic light. On North Hills Road he became impatient because the traffic was quite heavy. When he reached Buford Highway, he ran through a yellow light.

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COMPARING HOUSING What is your present housing situation? Have a conversation with a classmate and fill in the information in the chart below: housing Type of housing With whom What you like What you don’t like Future plans

example 1 bdr. apt w/1 roommate safe area rent high might get one more roommate

yours

classmate’s

DISCUSSING CRIME Have you ever been the victim of a crime? (burglary, mugging, etc.) Have a conversation with a group and describe what happened. What did you learn from the experience? What might you do differently in a similar situation in the future? How can you prevent it from happening in the future? ROLE PLAYING PHONE CONVERSATIONS You are going to act out telephone conversations about the situations below. You may need some of these expressions: to report a problem to request a problem __________ is broken. I need some information about … __________ is out of order. I’m calling to find out … __________ doesn’t work. I’d like to know if …

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Sit in pairs. Student A should look at situations 1-3. Student В should look at situations A-C. Do not look at your partner’s variants! Role play the situations. Student A should speak first. STUDENT A Situation 1 The garbage disposal in your apartment doesn’t work. This is the second time this has happened. Call the manager. Make an appointment for repairs. Situation 2 Your neighbor plays loud music late at night. You wrote her a note but she hasn't stopped. Knock on her door and talk to her about the problem. Be polite but firm. Situation 3 Your friend told you about a very nice room for rent with an American family. Before you visit the place, call the owner to get information about: — the people living there — number of bathrooms — use of kitchen — parking — rent, utilities — furnishings, telephone — any restrictions (smoking, visitors, pets, etc.) STUDENT В Situation A You are the manager of an apartment building. A tenant frequently complains about problems in his/her unit and takes up a lot of your time. You suspect that this tenant doesn't take very good care of the apartment. Now the tenant calls you with a new complaint. You feel that he/she should pay for the repairs. Situation B You are a music major in college. You enjoy both classical and popular music and love to play your CDs while you do your homework at night. Your neighbor has complained, so now you always close the windows. You are unwilling to do more than that. You simply cannot live without music. Situation C You and your spouse have two children living at home and one away at college. You would like to rent out one room to a foreign student. You will either charge $300 for the room or get housework and childcare in return. The room is fully furnished with a private phone, bath, and parking space. You have two large dogs in the house, so you don't want a tenant with a pet. And you definitely don't want a smoker. FINDING OUT ABOUT SERVICES Divide into five groups with at least three people per group. Each group will investigate one of the services listed on the next page. 1. Service: moving truck rental

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Company name: _________________________ Phone: _________________ Situation: You are moving from an apartment to a home about five miles away. You need to rent a small truck to move your things. Suggested questions: size of truck you need cost per day cost per mile pickup and return locations

2. Service: plumber Company name: _________________________ Phone:__________________ Situation: Your toilet is backed up. You need a plumber as soon as possible. Suggested questions: cost per hour cost on weekday/weekend cost after hours how soon plumber can come

3. Service: carpet cleaning Company name: __________________________ Phone: _________________ Situation: Your wall-to-wall carpeting (1,100 square feet) needs to be cleaned. Suggested questions: free estimate cost how long it takes to dry

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4. Service: dry cleaning Company name: _______________________ Phone: ____________________ Situation: You have a man’s white silk shirt with coffee stains. Suggested questions: cost extra charge for stain same day service 5. Service: word processing Company name:_______________________ Phone: _____________________ Situation: Your two-page resume is hand-written. You need it typed by next week. Suggested questions: price speed of service any help with editing WORDPRO WORD PROCESSING • RESUMES •LETTERS • SCRIPTS LOCAL PICK-UP AVAILABLE 310-827-5090 FAX ORDERS - 310-306-9875 DESCRIBING YOUR DREAM HOUSE Pretend that you have enough money to build the house of your dreams. Describe your dream house in detail. What kind of house will you build? What will it look like? What furniture will you choose? Sit in a circle. One person says, «In my dream house I will have wall-to-wall carpeting». The next person repeats the first sentence and adds one item. The next person repeats both items and adds another, and so on. Example: In my dream house I will have wall-to-wall carpeting and a painting by Picasso. You can stay in the game as long as you remember all the items. When you make a mistake, you’re out!

UNIT II BUSINESS AND MONEY DISCUSSING MONEY AND BANKING You are going to share your knowledge of money and banking with your classmates. 1. Form a circle with all students in your class. The instructor will sit outside the circle, listening to your discussion. 2. With your classmates, discuss what you think the answers to the following questions are. It is not necessary to write them down. 3. After the discussion, the instructor will tell you his or her answers to the questions.

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Question 1. What is a credit card? 2. What are the names of the «major» credit cards? 3. What do you need in order to write a check in a store (besides a checkbook and pen)? 4. In what kinds of places can you pay with a check? 5. How can you get cash when the banks are closed? 6. What's the difference between a checking account and savings account? 7. When you use a checking account, how does the bank pay the people to whom you owe money? What is the process by which the money goes from you to the people you pay? 8. In our country, how much cash do people usually carry with them? CHOOSING THE BEST CHECKING ACCOUNT Following is some information about five different checking accounts from three different banks. You are going to consider all the accounts and decide which would be best for you. 1. Divide into five groups of one to four students each. Each group should be responsible for one of the types of accounts that follow. 2. In your group, read the information about the account. Ask your instructor if you have questions. Prepare to present the information about your account to the class. Use this «Account Information» chart to help you prepare your presentation. 3. Make a three-minute oral presentation to the class; give all the important information about your account. 4. Take notes while listening to the information about all five accounts. Use the chart below. Then decide which one would be best for you. Tell the class which one you chose and why. Account Information 1. Name of bank: ___________________________________________ 2. Name of account: ________________________________________________ 3. Minimum opening deposit:_________________________________________ 4. Service charge:___________________________________________________ 5. Average daily balance to avoid service charge: _________________________ 6. Interest (Note: Some accounts may not pay interest.): ____________________ 7. Additional benefits or special features: _______________________________________ NATIONAL SECURITY BANK Regular Checking Account This account gives you the convenience of a personal checking account and the benefit of an interest-earning savings account. Annual interest is 5¼ %. Interest is compounded monthly.

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Minimum opening deposit is $200. No monthly service charge with an average monthly balance of $1,500. Free checking (no service charge) for senior citizens (over 60). Balance below $1,500, pay 25¢ per check. No monthly service charge. Super Checking Account Take advantage of unlimited checking and high money-market interest rates with National Security's Super Checking Account. $2,500 minimum opening deposit. Varying interest rates— currently 6¼ %. 5¼ % interest when balance falls below $2,500. Unlimited free checking. Balance below $1,500 for more than 60 days, account changes to regular checking account. BANK OF TODAY Regular Checking Account Open a Regular Checking Account at the Bank of Today with $100 (minimum opening deposit). The service charge varies with your balance and the number of debits against your account (see the chart below). If you keep an average daily balance of $1,000 or more, you won't pay a monthly service charge. Average daily balance

Service charge

Charge per check

Charge per electronic transaction

$1,000 or more $500-599 Under $500

No charge $2/month $3/month

No charge 20¢ 20¢

No charge 15¢ 15¢

Interest checking Earn 5¼ % interest with Interest Checking from Bank of Today. The usual minimum opening deposit is $500. Service charge: There is no monthly service charge when you keep an average daily balance of $2,000. If your average daily balance falls below $2,000, the charge will be $4.00 per month plus 20¢ per check and 15¢ per electronic transaction. Interest: Your interest will be compounded daily. That means each day you will receive 1/365 of the annual rate. If your balance is zero or less than zero at the end of a statement period, you will receive no interest for that period. THE STATE BANK All-in-One Account The All-in-One Account is the State Bank's complete package of convenient banking services. With a minimum monthly balance of $900 or an average daily balance of $1,500, you get all of the following benefits.

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Unlimited Check Writing No charge per check - write as many checks as you want. Personalized checks Order your checks free. We have a variety of colors and designs. Money Orders and Travelers Checks Free whenever you need them. Annual Credit on a Safe Deposit Box Receive a $15 annual credit toward any size Safe Deposit Box. All of these benefits with the All-in-One Account— Minimum monthly balance - $900 OR Average monthly balance of $1,500 OR A $6.00 per month service charge OR 62 and over - no service charge Open your All-in-One Account with only $500 minimum opening deposit. NATIONAL SECURITY BANK Regular Interest

BANK OF TODAY Regular

Interest

THE STATE BANK All-in-One

Minimum opening deposit Service charge Interest Yes/No Amount Average daily balance to avoid service charge Additional benefits/special features

ROLE-PLAYING A FAMILY INHERITANCE Imagine that an uncle has died and left your family ten thousand dollars ($10,000). Now your family must decide what to do with the money. 1. Work in groups of five. Each person should take one of the roles that follow. 2. Have a «family discussion». Present the point of view of the family member whose role you choose. The family as a group then decides what to do with the money. 3. One person in your group should report the decision to the class. Tell what the group decided to do with the money and why. Roles Father: You want to buy a new car. Your old car is in very bad shape, and you have to drive a long way to work each day. Mother: You want to save the money. You are worried about how the family will live when your husband retires from work.

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Grandmother and grandfather: You want the family to add a new room onto the house for you. Right now you are sharing a bedroom with one of the children. Son: You want to go to France, study French, and go to a university in Paris. Ten thousand dollars would be just enough money to pay for your living expenses for four years. Daughter: You think the whole family should take a vacation and travel around Europe this summer. It would be educational and enjoyable for everyone in the family. PUTTING A STORY IN ORDER: «THOMAS HOFFMAN’S EXPENDITURES» «Thomas Hoffman’s Expenditures» is a story about a day in the life of a young man, including all the expenses that he had that day. The paragraphs that follow tell the whole story. The story is not in order, however. Your task will be to put it in order and to figure out exactly how much money Thomas Hoffman spent. 1. Divide into groups of six students each. Each student in the group should be responsible for one of the following paragraphs. (If your group has fewer than six members, some students should take two paragraphs.) 2. Read only your paragraph. Don't read the paragraphs of the other students. As you read your paragraph, fill in the appropriate places in the chart following the paragraphs. The chart has room for you to write down all the money Thomas spent and what he spent it on. Be sure to put the items in the appropriate category. 3. Reread your paragraph as many times as necessary to be able to remember and explain the information to the other students without looking at the book. 4. Look at the expenditure chart below. 5. Your group will have fifteen minutes to do the following: a). explain the information in your paragraphs to each other; b). decide what the correct order of the story is; c). figure out exactly how much money Thomas spent last Friday. 6. Choose one person from your group to report the information to the class. He or she should tell the class what your group thinks the order of the story is and how much you think Thomas actually spent.

Story A. Later that evening, Thomas met some friends for dinner. Everyone paid individually; Thomas' own meal cost $11, including tax and tip. They then decided to go to a movie, which cost $5.50. When he finally got home, he realized that he had almost no cash left. He was confused by this because he had just gone to the bank that day! B. Thomas Hoffman woke up late last Friday morning, so he had no time for breakfast. Instead, on the way to work he went to a fast-food restaurant and bought some coffee and doughnuts for a total of $1.85. He also had to stop by the gas station since his car was nearly out of gas. He filled up his tank, which cost $15.25. С . After a hard morning of work, he went off for a lunch appointment. He met his two colleagues in a restaurant downtown, where he had to pay $2 for parking. They enjoyed a pleasant lunch, including wine and dessert. The bill came to $36.70.

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Since this was a business lunch, Thomas paid for everyone's meal with his credit card. He also left a tip of $5.75. D. He then headed home, but on the way he stopped at the grocery store to pick up a few things for breakfast. The bill came to $6.10. Finally at home, he began reading the paper and watching TV. Someone then knocked on his door and asked him to contribute to the American Cancer Society, so he wrote a check for $25. E. Back at work, someone asked him to contribute to a gift for one of his fellow employees, who was moving to another city. He gave $5. After answering phone calls and letters for the rest of the afternoon, he left at around 5:00 p.m. He went immediately to the large department store across the street from his office. There he bought a blouse for his sister for her birthday. He charged the gift, which cost $31.98. F. Before he could go back to work Thomas had a few errands to run. First he went to the post office and bought $5 worth of stamps. He also sent a special-delivery letter for $2.50. Next he drove by the bank to deposit his paycheck and withdraw $75 in cash. Then he dropped by the dry cleaner's. He picked up his clothes, which cost $8.95.

Category Food Contributions Gifts Gas Parking Movies Dry Cleaning Postage Total

Thomas Hoffman’s Expenditures Amount

Description

CALCULATING YOUR OWN EXPENDITURES How much money did you spend yesterday? 1. In the chart that follows, list all the expenses you had yesterday (if you can remember them all!). Describe each item and list the amount. Provide the names of the categories for the items, as in the chart for Thomas Hoffman's expenditures in the previous exercise. 2. Discuss your expenditures with your classmates. Who spent the most money yesterday? Who spent the least? Did you buy anything that you didn’t need? Category Food Total

Amount

Description

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TALKING ABOUT ADVICE With your teacher and classmates, fill in the chart below with expressions for requesting, giving, accepting, and rejecting advice. requesting advice

giving advice

accepting advice

rejecting advice

Can you give me any advice?

You should …

Thanks, I guess I’d better do that.

Thanks, but I don’t think that’s a good idea.

GIVING ADVICE ABOUT MONEY MATTERS Work with a partner. Create a conversation about one of the situations below. Use expressions from the exercise above. Take turns asking for and giving advice. Your teacher may ask you to role play one situation in front of the class. Person A is spending more money each month than he/she is earning. Person В gives suggestions for helping person A to manage money. (Example: Don't use credit cards.) Person A bought radio and paid cash for it. Unfortunately, he or she didn't keep the receipt. Two days later the radio broke. Person A asks person В for advice on how to get his or her money back. Person A doesn't trust banks. He or she keeps all his or her extra money in a box under the bed. Person В explains why this is a bad idea and gives person A advice about safer places to keep money. Person A wants to buy a used car. Person В knows a lot about cars. A asks for advice on how to shop for a used car, and В gives suggestions for things to do and not do. (Example: Have a mechanic check it before you buy it.) INTERVIEWING PEOPLE Attitudes about money vary from culture to culture and from person to person. Using the questions below, interview any foreigner about her or his attitudes. When you come back to class, sit in groups and compare the answers that you collected. Give your own opinion, too. 1. Would you normally ask a friend how much money she or he makes? 2. Would you feel comfortable about borrowing money from your relatives? When? 3. Suppose you needed to borrow a dollar from a classmate or a colleague. How soon would you return the money? 4. Ask a man: How would you feel if your wife earned more money than you did? Ask a woman: How would you feel if you earned more money than your husband? 5. If you want to buy an expensive item such as a car, do you pay the «sticker price» or do you try to bargain for a lower price? 6. When you buy something expensive, do you pay for the whole thing at one

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time or do you make payments (pay a little each month)? 7. Is it usual for people in your country to use credit cards? Where? 8. Do you think children should receive money (an allowance) from their parents to spend as they like? At what age should they begin receiving it? FINDING SOMEONE WHO … Walk around the classroom and talk to as many classmates as you can in time you are given. Try to find someone who fits each of the descriptions below. Try to talk to everyone in the room. You should write only one name next to each item. Find someone who . . . is carrying more than $20 today works or has worked in a bank has a checking account in this country sews her or his own clothes has her or his own business has taken out a loan to buy a car saves money by going to self-serve gas stations has a credit card likes to shop in second-hand stores used an automatic bank teller this week knows how to read the stock market numbers in the newspaper has bought a used car owns real estate (a home, land, or business) in this country bought something and returned it to the store the next day takes the bus to save money pays the bills in his or her family DESCRIBING YOURSELF WITH IDIOMS The idioms below describe people's spending habits. Find the meaning of each idiom in a dictionary. Match the idioms with the pictures. Then tell the class which idiom describes you most closely. (Note: Some of the idioms have similar meanings.) spendthrift penny pincher cheapskate tightwad good with money big spender

a. a

b.

c.

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UNIT III JOBS AND PROFESSIONS DISCUSSING WORK HABITS IN RUSSIA AND THE USA You are going to share what you know about working customs in Russia and the USA. 1. Work in groups of three or four students. 2. Try to answer the following questions about jobs in the United States and Russia from what you know or what you think. Take notes about your group's answers. 3. When you have finished, discuss your answers with the class and your instructor. Questions 1. An employee of a large company is supposed to be at work at 8:00 a.m. How late can he or she be and not get in trouble? 2. What are the normal working hours in most offices? What days do most people have to work? 3. At what time do most workers eat lunch? How long do they have for lunch? 4. How many fifteen-minute breaks do most workers get each day? 5. What are workers supposed to do if they get sick? If they have car trouble? 6. How much vacation time do most office or factory workers get? How many holidays do they get? 7. If workers don't like something about their jobs, who should they talk to: other workers, their immediate supervisor, another manager, or the president of the company. 8. Who determines how much pay workers get? Are there any government regulations about salaries? RANKING OCCUPATIONAL PRESTIGE Different occupations have different salaries and responsibilities, and they also have differing degrees of something called «prestige». This is hard to define, but you can think of it as the amount of respect that people in that occupation get from other people. You are going to take a poll to see which occupations have the most prestige in the United States and Russia. 1. Form groups of four or five students. Look at the following chart of occupations. In your group, rank these occupations from 1 to 15. Occupation 1 has the most prestige, and Occupation 15 has the least. Your group must agree on the ranking. Write the numbers in the first column. 2. After you have ranked the occupations, take the chart and interview two or three people from the United States (you can interview your US pen friends, if you have any). Ask them to rank the occupations in the same way. Write the answers in the columns marked «Person 1», «Person 2», etc. 3. Bring your results to class. Compare them with the results that the other students got. Make a list that tells how many number 1 rankings the job got, how many number 2 rankings, and how many number 3 rankings. 4. Answer the following questions about the results:

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a. Were any of the answers in the poll you took different from the answers in your group? b. Were any of the results of the poll surprising to you? c. Look at the occupations that ranked the highest in the poll you took. What factors seem to determine «prestige» (money, education, power, etc.)? Occupations

Group ranking

Person 1

Person 2

Person 3

Engineer Carpenter Governor of a state Doctor Lawyer Dentist Nuclear physicist Bank manager College professor Chairman of the board of a large corporation Owner of a small business Professional athlete High school teacher Television news anchorperson Computer programmer

ROLE-PLAYING A JOB INTERVIEW Activity I. There is a job opening for an assistant manager in a supermarket. You are going to interview the applicants and choose the most suitable person for the job. 1. In small groups, prepare a list of questions to ask the job applicants. Be sure to ask about background, experience, goals. Think about what kind of questions should not be asked. 2. Choose three students to play the roles of the job applicants. As a class, use the questions you wrote to interview each applicant separately. (Two should wait outside while the class interviews one.) 3. Decide which applicant should get the job. Explain your reasons. Activity II. Imagine that the government is building a highway outside your city or town. They need to hire four people immediately for the project.

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These include a flag waver, an engineer, a crane operator, and a supervisor. You are going to role-play job interviews for these people. 1. Choose four people in your class to be interviewers. Each will interview applicants for one position: Interviewer 1: flag-waver Interviewer 3: crane operator Interviewer 2: engineer Interviewer 4: supervisor All other students should choose one of the roles from the list of applicants that follows. 3. Try to remember the information for your role. 4. The class should divide into four groups. Each group should have an interviewer and the applicants for that job. The four groups should do the interviews at the same time. 5. After everyone finishes, each interviewer should report to the class. The report should tell who got the job and why the interviewer decided to choose the candidate. Applicants Candidates for Flag Waver 1A Education: high school graduate Experience: none Skills: none Note: Needs first job to get experience. Willing to work hard. 2A Education: Tenth grade Experience: Worked as a flag waver on three other projects. Previous employers say this person's work is okay. Sometimes comes to work late. Skills: none ЗА Education: high school graduate Experience: Worked as a flag waver on a road repair job for two months. Good recommendations from previous employer. Candidates for Engineer 1B Education: civil engineering degree from Massachusetts Institute of Technology Experience: manual labor on construction jobs in summer Skills: Operates construction equipment and knows computer programming. 2B Education: high school graduate Experience: Twenty years working on road construction. Started with manual labor, but learned from engineers. Designed road system on last two jobs. Skills: Operates all equipment for road building. 3B Education: two years engineering school Experience: Four years in highway designing. Started as an assistant to engineer; promoted to head engineer on last job. Skills: Cannot operate construction equipment. Candidates for Crane Operator 1С Education: eighth grade graduate

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Experience: Worked on father's farm for ten years. No employment history. Skills: Drives a tractor, operates farm machinery. 2C Education: high school graduate Experience: Did manual labor (hand digging) on two road projects. Learned to operate a crane on the last one, but was fired for getting into a fight with another worker. Skills: can operate a crane 3C Education: high school graduate Experience: Some construction work; excellent recommendations. Skills: none Note: Very intelligent. Needs job to support two children. Can learn quickly. Candidates for Supervisor 1D Education: high school graduate Experience: Two years supervising road repair crews. Skills: Good communication skills with workers. 2D Education: college degree in management Experience: Managed hamburger restaurant for five years. Good recommendations. Skills: None related to highway construction. 3D Education: college degree in urban development Experience: Four years supervising highway construction; previous employer says this person had a communication problem with the workers. Skills: Has operated most highway construction equipment briefly. PLANNING A VACATION You have been planning a vacation in Hawaii with your family for a long time. Two weeks before you plan to leave, your boss comes to you to say that there is a lot of unexpected work and s/he wants you to take your vacation later. You are a young worker and want to do well on your job, but your family will be extremely disappointed if you don't take the vacation because there is no other time to take one this year. 1. With a partner, discuss how this situation could be resolved. Then plan and practice a role play: one of you plays the worker and the other plays the boss. 2. Plan a role play in which the worker tells his or her wife or husband that they cannot go on vacation. Include the husband or wife's reaction (understanding? angry?) to the news. DISCUSSING WORK SITUATIONS Discuss these questions with a partner. 1. In the USA people can change their jobs and careers easily. a). Do people in your country change jobs or careers easily? b). Why do you think this is so? 2. In the USA, many teenagers have part-time jobs while they are still in high school. For example, they may work as baby-sitters, fast-food servers, etc. a). How common is this in your country?

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b). What are the advantages and disadvantages for teenagers of working part time? 3. In the United States, there are specific laws about the kinds of questions a company may not ask on a job application or in a job interview. a). What do you think these questions might be? b). Why do you suppose these restrictions exist? TALKING ABOUT WORK Interview your parents about their work experience. Use the questions below and add some of your own. When you come back to class, give a short report about the interviews and the most interesting things you learned. 1. How many jobs have your parents had in their life? 2. What was the worst or strangest job they have ever had? 3. How did they decide on their current career? 4. ____________________________________________ 5. ____________________________________________ TALKING ABOUT PROFESSIONS Activity I. You are going to ask and answer questions about professions. 1. You are going to be one of the people in the list of professions that follows. Decide who you want to be. 2. Take turns being in the spotlight. When you are in the spotlight, other students can ask you any questions they choose. Example: What is your name? How old are you? What kind of work do you do? Where are you from? Could you tell us something about your family? How did you learn to ______? Tell us about your job. 3. Answer as if you really are in the profession you chose. You know everything about this profession and can answer any question. Use your imagination! Professions 1. architect 2. professional tennis player 3. rock star 4. travel agent 5. airplane pilot 6. hairdresser 7. photographer 8. taxi driver

9. police officer 10. factory worker 11. TV news reporter 12. piano player 13. astronaut 14. dentist 15. restaurant owner

Activity II. Sit in a small group and look at these classified ads from the newspaper. Answer the questions below.

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1. Which jobs require experience? 2. Which jobs require a special license or certificate? 3. Which jobs require a college education? Check two or three jobs that you are interested in. Give your reasons to your group. ACCOUNTANT Small firm needs accountant with 3+ years of public accounting exp. Plan and supervise audits and reviews. Strong computer skills. All benefits. Fax resume to 908-371-6434.

LAB TECHNICIAN Large health clinic is seeking a licensed lab technician with 2 yrs. exp. Bilingual a plus. Excellent benefits. Send resume to City Health Center, Center Plaza, Newton, MA 02156.

AUTO MECHANIC Experienced in brakes, mufflers, tune-ups and general repairs. Day hours. Call Al at 329-9638.

MANICURIST Excellent employment for manicurist in new salon in shopping mall. One year experience. Call Joyce at 667-1188.

BURGLAR ALARM INSTALLER Great opportunity to learn from the beginning. We will train you in the security alarm business. Must be high school grad and have own car. Call 6988496.

MEDICAL OFFICE ASSISTANT P/T Good typing, good spelling, filing. Bilingual, Spanish/English 3221156

BUS DRIVER

PHYSICAL THERAPIST Full time registered physical therapist for rehabilitation center. Excellent benefits. 845-8338.

Part time. Small private school. Special license required. Call 907-4433 DATA ENTRY Small accounting firm needs data entry person with computer skills. P/T, 20 hours a wk. $8 an hour. Call Mr. Fox at 654-0809.

PLUMBER Plumbing, heating, airconditioning technician. Driver's license and exp. required. 544-9112.

ELECTRICIAN Minimum 5 years exp. in residential and commercial wiring. Good benefits. 553-2233.

RADIATION THERAPIST

FLORAL DESIGNER Must have flower shop experience. F/T position. 558-9191.

REAL ESTATE Major real estate firm looking for real estate salespeople. License required. No exp. necessary. 343-0807.

INSURANCE PROCESSOR Person to work in doctor's office. Exp. in processing medical claims and billing. 343-9212.

SECURITY OFFICERS Full and p/t positions. Excellent pay and working conditions. Car and home phone necessary. Call 237-8978.

New facility. 2 yrs. exp. Hospital. 233-1400.

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TARGETING UNFAIR QUESTIONS Examine the following job application for nurses. In pairs, mark the items that you consider unfair or unnecessary. Discuss your reasons. Add more questions that would help the hospital decide which nurses are truly qualified for the job. MIDWAY COUNTY GENERAL HOSPITAL EMPLOYMENT APPLICATION Name ________________________________________________________ M F Age ________________________ Date of Birth __________________________ Address ___________________________________________________________ Phone ______________________ Fax __________________________________ Marital Status: M S D W Number of children _____________________ Religion ____________________ Ethnic Group __________________________ Height ______________________ Weight _______________________________ Physical Disabilities _________________________________________________ Are you HIV positive? Yes No Have you ever been arrested? Yes No If yes, were you convicted? Yes No EMPLOYMENT HISTORY Previous From Employer

To

Salary

Reason leaving

for

EDUCATION High School Date of Graduation Degree _______________________ ________________ _______ College _______________________ ________________ _______ Salary requirement $______________________________________________ Spouse’s annual income $__________________________________________ PLAYING TWENTY QUESTIONS One person thinks of a job but does not tell the class what it is. The class tries to guess it by asking yes/no questions. Example: «Can you do this job outdoors?» «Is a college education necessary for this job?» The student who guesses correctly wins. If no one guesses after 20 questions, the same person gets to lead one more round. PANTOMIMING Think of a job. Get up in front of the class and pantomime (act out without words) the job. The student who guesses correctly does the next pantomime.

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UNIT IV LIFESTYLES COMPARING LIFESTYLES OF YOUR CLASSMATES You are going to find out something about the lifestyles of your classmates. 1. Read the following list («Find the person in the class who . . .»). Stand up and move about the room, asking the questions below. 2. When you find a person who fits one of the descriptions, write his or her name in the blank. Find a person for each description. Find the person in the class who . . . 1. has the largest family ___________________________ 2. spent the most money yesterday ___________________________ 3. watched the most TV last weekend ___________________________ 4. has seen the most movies in the past two weeks ____________________ 5. travelled the farthest last year ___________________________ 6. ate the largest breakfast today ___________________________ 7. lives the farthest from university ___________________________ 8. studied the most last night ___________________________ DISCUSSING THE CHANGING ROLE OF WOMEN You are going to find out about the role of women in your country and in any different culture. 1. Choose any culture and find out some information about the role of women there. If possible, find a culture very different from yours. 2. Take turns asking your classmates the following questions. Firstly, ask questions about the role of women in your country. Then ask your classmates about the role of women in the culture he/she has chosen. (You may use similar questions as given below).You will have about one-half hour to do this. 3. Take notes on the answers. Then present the information to the class. Summarize the answers briefly; do not read all the questions and answers. Your instructor may ask the class to take notes during the reports and use them to write a composition on women's roles in various cultures. Questionnaire 1. Does your mother have a profession? If so, what does she do? What did she do before she married? Does she ever talk about what she did (or didn’t do)? 2. Do you have any sisters? If so, how many? What are their plans? Do they want to be housewives or do something different? Are they attending or planning to attend, a college or university? How much freedom do they have to date men or decide on their own careers? Do you consider them «liberated women»? 3. What are the most typical professions for women in your country? Are women beginning to work in professions such as medicine, law and business? How do most men in your country view women professionals? How would you feel about going to a woman doctor or lawyer? 4. In your country, have there been any demonstrations by women? If so, about what? Why? If not, do you think there might be demonstrations in the future?

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5. Are there any courses in schools in your country that prepare women for careers in technology, repair of machines, or construction (such as classes in computer work, car repair, or carpentry)? 6. Do the government and other institutions in your country encourage equality for women? If so, in what ways? 7. Do you think that the role of women at home, in society, and at work is changing in your country? If so, how? CONDUCTING A DEBATE: WORKING WOMEN What is a debate? Discuss this with your classmates and instructor. You are going to conduct a debate on the following topic: «Is it acceptable for women with children between the ages of two and five to work outside the home?» 1. Divide into two equal groups. Group 1 is the group that thinks it is acceptable for women with children between the ages of two and five to work outside the home. Group 2 is the group that thinks it is not acceptable. 2. In your groups, discuss and list all the possible reasons you can think of in favor of your group's position. Write them in the following spaces. You will have fifteen minutes to do this.

Reasons

Name

3. You must have at least one reason (argument) for each group member. Decide who will present each argument. Write each person's name beside the argument he or she will present. 4. Bring your chairs together for the debate. Line up like this: Group 1 O O O O O O O O O O Group 2 O O O O O O O O O O 5. Here is the format for the debate: a. A speaker from Group 1 presents his or her argument. (It may be very short - only a sentence or two.) b. Group 2 has approximately five minutes to respond. Anyone from Group 2 may speak during this time. Group 1 members may speak also, but only in response to Group 2. c. After no more than five minutes, the cycle begins again. Group 2 presents its first argument briefly. Group 1 may then respond, and Group 2 may answer Group 1. Each student should have a chance to present his or her argument. Then the class as a whole will discuss the debate. GIVING A SHORT SPEECH You are going to give a very short speech (two to three minutes in length) on a topic of interest to you. 1. Read the following list of topics. Choose one of them (or choose a topic of your own that concerns «lifestyles»). Be sure no one else chooses the same topic. 2. Take about five minutes to plan your speech. Write down some notes to use when you give the speech. Remember, it should be only about two to three minutes

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long. Topics 1. The ideal family size is ... 2. It is (is not) possible to change careers after age forty. 3. The benefits of living in an extended family are . . . (An extended family is one that includes not only parents and children, but also other relatives, like grandparents, aunts or uncles, etc.) 4. The teenage years are the most ... of your life. 5. The perfect age is ... 6. The ideal mother is ... 7. The ideal father is ... 8. Arguing in a family is (is not) healthy. 9. The father's role in caring for young children should be ... 10. Difficulties in a new job may include . . . 11. Divorce can sometimes (never) benefit children. 12. A grandparent's role in child-rearing should be ... 13. One's job (One's family) should come first. 14. It is (is not) important for a husband and wife with children to have the same religion. TAKING A SURVEY Your teacher will assign you one of the statements from the list below. Step 1. Walk around the room, read your statement to your classmates, and ask each of them if he or she agrees or disagrees with the statement. Write down the answers you hear. a. It is wrong for men and women to live together before marriage. b. A woman's place is in the home. c. People should not have more than two children. d. Married couples who don't want children are selfish. e. Children are responsible for taking care of their elderly parents. f. Children should live with their parents until they get married. g. It's better for children to live with one parent than with two parents who fight all the time. h. If a couple gets divorced, it's better for children to live with their mother. i. People over sixty-five should not drive. j. Companies should not force employees to retire at any age. k. Schools should teach about AIDS and sex education. l. It's not good for a wife to earn more than her husband. m. It's bad for children if their parents have different races or religions. n. It's better if adopted children don't know who their biological parents are. o. Sometimes it's good for married couples to take separate vacations. Step 2. Prepare to present your findings to the class. Example: I had statement h, «If a couple gets divorced, it's better for children to live with their mother». Six students agreed. Six people disagreed. One person wasn't sure.

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Step 3. Select one person to take notes on the board as the students present the reports. For each statement, the note taker should indicate how many students agree, disagree, or are not sure. When all the students have spoken, look at the results on the board. On which topics did the class mostly agree? On which was there a lot of disagreement? Step 4. In small groups, select three or more statements that the class members had different opinions about and discuss these topics in greater depth. Share your opinions with the group, telling why you agree or disagree with each statement. SOLVING PROBLEMS Here are the listed problems: a retired man living on Social Security a teenage girl who feels that her parents treat her like a baby a single father whose children live with him a young man who lost his job and moved back into his parents’house an elderly woman living in a retirement home Discuss the following questions with your classmates: 1. What problems or difficulties do these people face? 2. Suppose these people were your friends or relatives. What could you do to try to help them?

UNIT V TASTES AND PREFERANCES EXPRESSING PREFERANCES IN MOVIES You are going to discuss your movie preferences with a classmate. 1. Find a partner. Ask him or her the questions that follow. Write down the answers in the spaces marked «a». 2. After the interview, report one or two interesting things you found out to the class. 3. For homework, interview someone from the city you live in using the same questions. Write down the answers in the spaces marked «b». 4. Report to the class on your findings. How were the answers different from your fellow students’? Questions 1. How many movies do you see in a week? A month? a. ____________________________b. ___________________________ 2. What is your age? Are you male or female? Single or married? a. ____________________________b. ___________________________ 3. What area of town do you live in? When you go to a movie, do you generally choose a theater close to home or do you drive to another area of town? a. ____________________________b. ___________________________ 4. What’s your favorite movie theater? What do you like about it? a. ____________________________b. ___________________________ 5. How many movies have you seen in the past three months?

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a. ____________________________b. ___________________________ 6. Do you generally go to movies during the week (Monday to Friday), on weekend afternoons, or on Friday or Saturday night? a. ____________________________b. ___________________________ 7. What kind of movies do you go to see (comedy, science fiction, drama, etc.)? a. ____________________________b. ___________________________ 8. What’s the best movie you’ve seen this year? The worst? a. ____________________________b. ___________________________ 9. In general, what do you think about the refreshments available in movie theaters? a. ____________________________b. ___________________________ 10. Do movie reviews influence your movie section at all? a. ____________________________b. ___________________________ EXPRESSING TASTES You are going to ask a classmate questions about his or her tastes, using «What's your favorite»? or «Who's your favorite»? 1. Write your instructor's name in the space marked «Instructor's Name» in the following chart. 2. Take turns asking your instructor questions using the words on the left side of the chart. For example, «What is your favorite movie»? or «Who is your favorite movie actor»? 3. Write short answers to the questions. 4. Interview a classmate. Write his or her name in the first space marked «Classmate's Name». Ask questions and write short answers. Your classmate and partner will ask you questions too. Work as quickly as possible. 5. Interview two other students if there is time. When you have finished, share some of the interesting things you've learned about your classmates. Suggested time limits: First round of interviews: 8 minutes Second and third rounds: 5 minutes each What /Who is your favorite… movie movie actor movie actress food color book season sport vacation

Instructor’s Name

Classmate’s Name

Classmate’s Name

Classmate’s Name

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COMPARING RESTAURANTS Do you like to sit over dinner for a long time, eating course after course, then slowly sipping coffee? Or would you rather eat someplace inexpensive where the service is fast? Or does it depend on what you're doing and how you feel? There are a wide variety of eating places to suit everyone's tastes, and in this activity you will compare some of them. 1. Choose one of the following categories of restaurants: cafeteria outdoor stand hamburger place 24-hour coffee shop and breakfast place pizza place shopping center sandwich place taco place small Chinese restaurant large restaurant 2. Find the name and location of a restaurant in the category you chose. You can look in the phone book or ask people in your area. 3. Visit the restaurant you selected. You may go alone, in pairs, or in small groups. 4. Complete the questionnaire that follows about the restaurant you visit. Questionnaire 1. Do you have to carry your own food to the table? (Circle yes or no.) yes no 2. How long does it take to get your food? __________________________ 3. Are the prices of the main dishes: ____ a. very inexpensive ($1-3) b. inexpensive ($3-6) ____ с. moderate ($6-10) d. expensive ($10 and over) 4. Can you order beer or wine in this restaurant? ________________________ 5. Does the restaurant take credit cards? If so, which ones? _________________ 6. What is your overall opinion of the food, service, and atmosphere? ________ Follow-up Form a group with other people in your class who visited the same kind of restaurant that you visited. 1. List three advantages of the kind of restaurant you visited. 2. List three disadvantages of the kind of restaurant you visited. 3. Now discuss your results with people who visited different kinds of restaurants. Who was the most satisfied with the experience? DESCRIBING REACTIONS You are going to interview some of your classmates to find out how they feel about various things. 1. Ask your classmates questions using the words on the left of the chart below. Examples: What is something you're disappointed with? What have you been pleased with lately. 3. Take brief notes on each classmate's answers in the spaces provided. Your instructor may ask you to report some of the answers to the class.

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(name)

(name)

(name)

disappointed with/in bored with pleased with satisfied with unhappy about/with interested in surprised about/at excited about in favor of embarrassed by tired of accustomed to DESIGHNING A SURVEY With your classmates, think of the expressions that can be used for asking people about their likes and dislikes, and list them on the board. Step 1. Using all the expressions you have learned for asking about likes and dislikes, make up a questionnaire about people’s tastes and preferences. Write at least ten questions. Here are some topics you could ask about. Add your own topics to the list. cars cities sports animals music day of the week food (fruits, vegetables, drinks) season TV shows things to do on a Saturday night writers, artists, actors, singers colors SAMPLE QUESTIONS What is your favorite animal? Do you like broccoli? How do you feel about Michael Jackson? Which season do you prefer? Step 2. Use your questionnaire to interview two classmates. Step 3. Prepare a two-minute oral presentation about the similarities and differences between the two people you interviewed. You might start your presentation like this: «I interviewed Alice and Mickey, and I found that they had many things common. First, both of them love Italian food. On the other hand, their tastes music are very different. Alice likes classical music, but Mickey loves jazz».

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READING AND WRITING PERSONAL ADS In this activity you are going to read some «singles ads». Women will look at the ads from men and men will look at the ads from women. Step 1. Read the ads. Ask your teacher about vocabulary you do not understand. Then choose the ad that sounds most interesting to you. From women:

From men:

Tall, attractive brunette, enjoys music, dancing, hiking, travel. Seeks good-looking, honest, secure man with sense of humor for friendship, possible relationship. Box 192.

Average guy, 33, college grad, goodlooking, mature; seeks foreign-born woman, slim, educated, for romance & more. Box 385.

Elegant, petite blond grad student, marriage-minded, seeks professional man to share tennis, skiing, reading, sailing, opera. Box 120. Artistic, bookish elementary school teacher, vegetarian. Seeks marriage with witty man who loves classical music, kids, pets. Box 239.

Want to laugh? Talkative male, 24, seeks partner for dating fun. I'm smart, handsome, educated & hip. Into rock music, dancing & partying. Box 127. Stockbroker 5'11", attractive, spontaneous, traveler; seeks attractive, fit, honest Asian female. Box 383.

European wild thing, 5'6", seeks funloving man to achieve perfect relationship. Box 923.

Police officer, athletic, attractive, 28, seeks woman for companionship & adventure. Must enjoy life. Race/religion/age not important. Box 472.

Sexy redhead with brains and class seeks ski companion with refined taste & great sense of humor. Box 329.

Poetic, marriage-minded professional pilot, 6'3", seeks nonsmoking, energetic, adventurous woman for serious relationship. Box 489

Step 2. Men will sit with men, and women with women. Tell your group which ad you picked and why. Step 3. Imagine that you have decided to answer the ad you picked. Tell your group what information you would include in your letter or phone call. (Your teacher may ask you to write the letter for homework.) Step 4. Write an ad about yourself for a singles magazine. Tell about yourself and about the kind of person you would like to meet. Don’t write your name on your ad! Your teacher will collect and type all the ads and post them on the bulletin board. Your task is to read each ad and guess who wrote it. ROLE PLAYS ABOUT DECISIONS Choose a partner and role play one of these situations: 1. You are a man and a woman who met through the personal ads. This is your first face-to-face meeting. You are having a drink at the bar in a nice hotel. You ask and answer questions about each other's background, work, family, likes and

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dislikes, etc. Finally you must decide if you will meet again. 2. You have a good job, and you would like to get married and start a family soon. However, you are having a difficult time choosing between two girlfriends or boyfriends. Speaking with your best friend one evening, you list the positive and negative qualities of both people. Your friend helps you decide which one to choose. 3. A husband and wife are trying to decide which new car to buy. The man wants a big American car that will be safe and comfortable. The woman wants a small, imported car that will be fun to drive and economical. Together, the man and woman discuss the advantages and disadvantages of each car. Finally, they make a decision. 4. You are the parent of a teenage son or daughter. One day your child comes home with purple hair. You are shocked and very angry, and you get into fight with your child. Soon both of you are shouting. You say you will not permit your child to walk around looking like a clown. Your child says that it's his or her body, and you have no right to tell him or her what to do with it. Finally you both calm down and reach a compromise. 5. Three friends are trying to decide on a restaurant for dinner. However, the tastes and preferences are totally different. One is a vegetarian; another hates fish; the third is on a diet to lose weight and cannot eat high-fat foods. The friends suggest and reject many restaurants until finally they agree or place where all of them can eat. TREASURE HUNT In this activity you will «hunt» for slang expressions that English speakers use to talk about their likes and dislikes. Then you will share your «treasures» with your classmates. Step 1. Using the Internet or special dictionaries (phraseological / slang), find out slang expressions which native speakers use to indicate that they like or dislike something/ Step 2. Back in class, students should take turns explaining the slang expressions to the class. Example: «Awesome»: Some people use this phrase to show that they think something is great, for instance a car. «That’s an awesome Corvette»! «Gross»!: This means something is disgusting – for example, certain food or a hairstyle. «That hamburger looks gross»!

UNIT VI THE MEDIA ADVERTISING: DECIDING WHICH MEDIA ARE APPROPRIATE You are going to discuss which advertising media are appropriate for advertising various products and services. 1. Read the list of products and services in the chart below. Consider where you think it would be appropriate to advertise them. Put a check by those places where you would approve of each product or service being advertised.

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2. Discuss your answers with your classmates and instructor. Explain why you think certain products or services should not be advertised in certain places or at certain times. In which cases did you and your classmates agree most strongly? In which cases did you disagree most strongly?

Buses

Bill-boards

Radio

Television: children’s shows

Television: any-time

Television: after 10 p.m.

Newspapers Family magazines Adult magazines

beer/wine hard liquor cigarettes guns violent movies birth-control products abortion clinics underwear political candidates coats made of animal furs candy expensive toys lawyers’ services doctors’ services dentists’ services

ANALYZING ADVERTISEMENTS You are going to look at some ads for various products and answer some questions about them. 1. Form groups of three or four students each. 2. Your instructor will give you several advertisements. Look at the advertisements and read the questions below. Answer each question as a group; the group must agree on the answer. Write your answers in the spaces that follow each question. There should be an answer for each of the ads. Questions 1. What is the product being advertised? a. ________________b. ________________c. _________________d. __________________ 2. Who would probably buy this product (men, women, teenagers, children)? a. ________________b. ________________c. _________________d. __________________ 3. What age group would probably buy this product? (Give approximate years of age.) a. ________________b. ________________c. _________________d. __________________

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4. What would be the socioeconomic status of the people who buy this? (That is, how much education would they have? And how much income would they have? Would they be wealthy? Middle-class? Poor?) a. ________________b. ________________c. _________________d. __________________ 5. What quality of the product is emphasized or stressed in the ad (usefulness, low cost, luxury, beauty, durability, etc.)? a. ________________b. ________________c. _________________d. __________________ 6. What is the psychological appeal of the ad (family closeness, appeal to the opposite sex, status, feeling of efficiency and competence)? a. ________________b. ________________c. _________________d. __________________ 7. What words does the ad use to make its appeal? a. ________________b. ________________c. _________________d. __________________ 8. What is there in the picture that shows the positive aspect of the product? a. ________________b. ________________c. _________________d. __________________ 9. What is in the picture that is not directly connected to the product? What is in the picture for emotional appeal? a. ________________b. ________________c. _________________d. __________________ 10. What do your eyes focus on when you first look at this ad? a. ________________b. ________________c. _________________d. __________________ 11. How does this ad appeal to you? Does it make you want to buy the product? a. ________________b. ________________c. _________________d. __________________ PLANNING AN ADVERTISING CAMPAIGN You are going to plan an advertising campaign, taking into consideration the use of various media, such as television, magazines, newspapers, and radio. 1. Work in groups of five. 2. Each member of the group should take one of the following roles. Read your part carefully. Make sure you understand it. 3. The person who has the role of account representative will choose one of the following products to represent: a. a 32-inch television set with a built-in video recorder that sells for $2500 b. a line of cosmetics (make-up and skin care for women) с. a fast-food restaurant d. blue jeans e. an instant camera f. a combination washer/dryer g. a new type of gasoline that gives twice as many miles per gallon as regular gasoline h. a cordless telephone 4. The person who has the role of account representative should interview each of the others. The others should give the information included with their roles. The account representative should then make a decision about what kind of advertising

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to buy. He or she should be prepared to tell the class what the decision was and what the reasons for it were. Roles 1. Account representative: You work for an advertising agency. You are responsible for planning the advertising campaign for the product you chose. First, you are going to interview representatives from a television station, a weekly newsmagazine, a newspaper, and a radio station. Be sure to get the following information from each: a. How much does an ad cost? b. How many people are going to see or hear the ad? c. What kind of people will see or hear the ad (age, sex, economic status, and so forth)? You will have to make a decision about how to spend the money. You have $500,000 a month to spend. You do not have to spend it all on the same kind of ad. Before you conduct the interviews, think about the following things in relation to your product: a. Who is going to be buying this product? Sex: male female Age Socioeconomic status (income, education): b. What kind of appeal do you want to make? Is the product useful or a luxury? c. What qualities do you want to emphasize? d. What words will you use? e. What pictures will you use? 2. Television ad representative: Your job is to sell commercials on your television station. Here is the information about your ads: Time of Show

Cost

Length of Ad

Audience

daytime

$30,000

30 seconds

mostly women: about 2 million

prime time (8:00 – 11:00)

$60,000

30 seconds

men, women, some children: 5 million

late night

$25.000

30 seconds

18 to 25-year-olds: 1¼ million

3. Magazine ad representative: Your job is to sell ads in your company's magazines. Here is the information about your ads: Type of magazine

Cost of Ad

Size of Ad

Audience

women’s monthly

$25,000

half page

women: 6 million

weekly news

$40,000

half page

men, women: 8 million

rock music magazine

$30,000

half page

teenagers to 25-yearolds: 3 million

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4. Newspaper ad representative: Your job is to sell ads in your newspaper. Here is the information about your ads: Cost: $1,000 Size: half page Time: one day Circulation: 1 million Selling point: newspaper ads are good for special sales because they can be changed each day. 5. Radio ad representative: Your job is to sell ads on your radio station. Here is the information about your ads: Cost: $1,500 Length: 20 seconds Time: 3 times in 1 day Listeners: 50,000 Selling point: Your radio station is a pop rock, oldies station that appeals to the 25 to 40-year-old age group. This group statistically has a high income and spends a lot on luxury items. CONDUCTING AN INFORMAL DEBATE: PUBLIC VS. COMMERCIAL TELEVISION Public television is television that does not rely on commercial advertising for support. The stations receive their money mainly from the public and so do not have to worry about pleasing businesses that sponsor the programs on commercial television. Of course, raising money for programs is often a problem for public TV networks; commercial networks have much larger budgets and can do more expensive programs. You are going to engage in an informal debate on the following topic: "Should television be funded by commercial advertising? 1. Before beginning to plan for the debate, discuss the following questions with your classmates and instructor. a. How many TV stations are there in your country? Is there more than one station? Do any of the stations show commercials? b. What is the reason for showing commercials on television? What is the alternative? c. What are some of the effects of TV advertising? 2. Divide into two equal groups. Group 1 thinks that television should be funded by commercial advertising. Group 2 thinks it should not. 3. In your groups, discuss and list all the possible reasons you can think of in favor of your group's position. Write them in the following spaces. You will have fifteen minutes to do this. Reasons ______________________________________________________________ ______________________________________________________________

Name _________________ _________________

4. You must have at least one reason (argument) for each group member. Decide who will present each argument. Write the person’s name beside the argument he or she will present.

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5. Bring your chairs together for the debate. Line up like this: Group 1 O O O O O O O O O O Group 2 O O O O O O O O O O 6. Here is the format for the debate: a. A speaker from Group 1 presents his or her argument. (It may be very short only a sentence or two.) b. Group 2 has approximately five minutes to respond. Anyone from Group 2 may speak during this time. Group 1 members may speak also, but only in response to Group 2. с After no more than five minutes, the cycle begins again. Group 2 presents its first argument briefly. Group 1 may then respond, and Group 2 may answer Group 1. Each student should have a chance to present his or her argument. Then the class as a whole will discuss the debate. ROLE PLAYING In groups of two or three, plan and practice a two-minute role play based on one of the following situations. Decide how you will resolve the problem in your skit. Then present your role play to the class. 1. Characters: husband and wife Situation: A child has asked for permission to stay up late and watch a movie on television. All his or her friends will be watching it. The movie contains some violence. One parent doesn't want the child to see it. The other parent disagrees. 2. Characters: parent and 13-year-old boy Situation: A parent has just found a pornographic magazine in a boy's room and decides that she or he must speak with the boy. In the conversation, the parent asks the boy many questions. Both parent and son are uncomfortable. The parent must decide whether to punish the boy or not.

UNIT VII MEDICINE, MYTHS, AND MAGIC TAKING A POLL: MEDICAL PRACTICES You are going to interview some classmates about medical practices. 1. Look at the questions in the following questionnaire. Ask a question and take notes on his or her answers in the spaces provided. Then interview two more people and take notes on their answers. 2. After the interviews, share the information with the rest of the class. Then do the follow-up exercise. Questionnaire 1

1. Do you have health insurance? 2. Do you have a yearly physical checkup? 3. How often do you go to the doctor?

2

3

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4. Have you ever been in the hospital? 5. If yes, how would you rate the treatment (poor/fair/good/excellent)? 6. Do your doctors take time to explain things to you? 7. Do you feel free to ask your doctor(s) any questions you have? 8. What do you do when you have the following: a cold fever a headache nausea 9. Did your mother use any kind of home remedies? What were they? Follow-up With your classmates and instructor, answer the following questions about the questionnaire results. 1. On which question was there the greatest similarity among all the responses? 2. On which question was there the greatest difference among all the responses? 3. What percentage of the people interviewed: a. have health insurance? b. have a yearly physical checkup? c. have ever been in the hospital? d. rate their hospital treatment very good or excellent? e. feel free to ask their doctors questions? 4. How do you and members of your class treat simple ailments (colds, fever, headache, and nausea) differently from the people you interviewed? 5. What was the most interesting home remedy you heard about? DETERMINING YOUR «HEALTHSTYLE»: A SELF-TEST You are going to fill out a questionnaire about your health habits and think a bit about how you could improve your health. 1. Complete the following questionnaire «Healthstyle». Read each statement carefully and circle the number that corresponds to your health habits (Almost Always, Sometimes, or Almost Never). 2. Calculate your scores. Look at the box, «What Your Scores Mean to You». Read the information to find out what your scores mean. 3. Form groups of three to five students. Find out who has the highest scores in your group and who has the lowest. Discuss with your group members which health area you would like to change and how you would change it. Share the results of the discussion with the rest of the class. Healthstyle: A Self-Test

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All of us want good health. But many of us do not know how to be as healthy as possible. Health experts now describe lifestyle as one of the most important factors affecting health. In fact, it is estimated that as many as seven of the ten leading causes of death could be reduced through common-sense changes in lifestyle. That's what this brief test, developed by the Public Health Service, is all about.

Almost Always

Sometimes

Almost Never

2

1

0

2

1

0

1. I avoid drinking alcoholic beverages or I drink no more than 1 or 2 drinks a day.

4

1

0

2. I avoid using alcohol or other drugs (especially illegal drugs) as a way of handling stressful situations or the problems in my life.

2

1

0

3. I am careful not to drink alcohol when taking certain medicines (for example, medicine for sleeping, pain, colds, and allergies) or when pregnant.

2

1

0

2

1

0

4

1

0

2

1

0

Cigarette Smoking If you never smoke, enter a score of 10 for this section and go to the next section on Alcohol and Drugs. 1. I avoid smoking cigarettes. 2. I smoke only low tar and nicotine cigarettes or I smoke a pipe or cigars. Smoking score: Alcohol and Drugs

4. I read and follow the label directions when using prescribed and over-the-counter drugs. Alcohol and Drugs score: Eating Habits 1. I eat a variety of foods each day, such as fruits and vegetables, whole grain breads and cereals, lean meats, dairy products, dried peas and beans, and nuts and seeds. 2. I limit the amount of fat, saturated fat, and cholesterol I eat (including fat on meats, eggs, butter, cream, shortenings, and organ meats such as liver).

39

3. I limit the amount of salt I eat by cooking with only small amounts, not adding salt at the table, and avoiding salty snacks.

2

1

0

2

1

0

3

1

0

3

1

0

3. I do exercises that enhance my muscle tone for 15-20 minutes at least 3 times a week (examples include yoga and calisthenics).

2

1

0

4. I use part of my leisure time participating in individual, family, or team activities that increase my level of fitness (such as gardening, bowling, golf, and baseball).

2

1

0

1. I have a job or do other work that I enjoy.

2

1

0

2. I find it easy to relax and express my feelings.

2

1

0

3. I recognize early, and prepare for, events or situations likely to be stressful for me.

2

1

0

4. I have close friends, relatives, or others whom I can talk to about personal matters and call on for help when needed.

2

1

0

5. I participate in group activities (such as church and community organizations) or hobbies that I enjoy.

2

1

0

4. I avoid eating too much sugar (especially frequent snacks of sticky candy or soft drinks). Eating Habits score: Exercise /Fitness 1. I maintain a desired weight, avoiding and underweight.

overweight

2. I do vigorous exercise for 15-30 minutes at least 3 times a week (examples include running, swimming, brisk walking).

Exercise / Fitness score: Stress Control

Stress Control score: Safety

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1. I wear a seat belt while riding in a car.

2

1

0

2. I avoid driving while under the influence of alcohol or other drugs.

2

1

0

3. I obey traffic rules and the speed limit when driving.

2

1

0

4. I am careful when using potentially harmful products or substances (such as household cleaners, poisons, and electrical devices).

2

1

0

5. I avoid smoking in bed.

2

1

0

Safety score: What your Scores Mean to You Scores of 9 and 10 Excellent! Your answers show that you are aware of the importance of this area to your health. More important, you are putting your knowledge to work for you by practicing good health habits. As long as you continue to do so, this area should not pose a serious health risk. It's likely that you are setting a good example for your family and friends to follow. Scores of 6 to 8 Your health practices in this area are good, but there is room for improvement. Look again at the items you answered with a “ Sometimes” or “ Almost Never.” What changes can you make to improve your score? Even a small change can often help you achieve better health. Scores of 3 to 5 Your health risks are showing! Would you like more information about the risks you are facing and about why it is important for you to change these behaviors? Perhaps you need help in deciding how to successfully make the changes you desire. In either case, help is available. Scores of 0 to 2 Obviously, you were concerned enough about your health to take the test, but your answers show that you may be taking serious and unnecessary risks with your health. Perhaps you are not aware of the risks and what to do about them. You can easily get the information and help you need to improve, if you wish. The next step is up to you. ROLE-PLAYING A HEALTH PROBLEM: WHO DO YOU TRUST? You are going to role-play a situation in which a person who is ill asks others for advice. 1. Work in groups of five. In each group, one person will take the part of the patient. The other four students in the group should each take one of the other roles. 2. Read your role carefully. If there is anything you don't understand, ask your instructor about it. Don't read the other roles. You will have twenty minutes for

41

this role-play. 3. After the role-play, each patient should tell whose advice he or she has decided to follow and why. 4. Discuss the following question as a class: In your family, what did you do for minor illnesses such as colds, upset stomachs, fever, muscle injuries, and so forth? Roles 1. Patient: You have the flu. You have a fever, and you are sneezing and coughing. You are very uncomfortable. You are going to ask four people for advice: a doctor, a pharmacist, a health-food store owner, and your mother. They will all give you different advice. 2. Doctor: A patient comes to you with the flu. You think it's ridiculous for someone who has only a common flu to see a doctor and take up his or her time. You are very busy and don't want to spend much time with this patient. You prescribe rest, drinking a lot of liquids (water and fruit juice), and taking aspirin. 3. Pharmacist: Someone comes to your store with the flu. You tell him or her that there is no cure for the flu, but you can help him or her feel more comfortable. Recommend some twelve-hour cold tablets for the sneezing, some cough medicine, and nose drops. 4. Health-food store owner: Someone comes to your store complaining of flu symptoms: fever, sneezing, and coughing. You don't believe in using drugstore medicines because they contain chemicals and other unnatural substances that can be harmful. You recommend lots of vitamin С and herbal teas for the fever. 5. Mother: Your son or daughter has the flu. You have always used the same remedies for colds and the flu: wrapping up warmly to sweat out the fever and eating lots of chicken soup. You think you read somewhere that there is scientific evidence of substances in chicken soup that fight viruses and that the steam from hot soup helps to clear up the nasal congestion and make breathing easier. You are going to look at some folk beliefs and superstitions and discuss them as a class. You will also share some common folk beliefs from your culture. 1. Look at the list of beliefs and superstitions that follows. In the first box (1), put a check by those that you believe. In the second box (2), put a check by those that someone from your culture might believe. 2. What beliefs and superstitions do you know about that are not on the list? Add them in the spaces provided.

1. Friday the 13th is an unlucky day. 2. Thirteen (13) is an unlucky number. 3. Friday the 17th is an unlucky day. 4. Seventeen (17) is an unlucky number.

Check (V) those Check (V) those you believe. some people from your culture might believe.

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5. Breaking a mirror brings seven years of bad luck. 6. A black cat crossing your path can bring bad luck. 7. Walking under a ladder can bring bad luck. 8. Complimenting someone can bring bad luck (or can bring the “ evil eye”) to that person. 9. An eclipse can bring bad luck to the unborn. 10. A full moon affects the way people behave. 11. Carrying or wearing a particular symbol or ornament can bring good luck or can keep away the “ evil eye”. 12. A demon or bad spirit lives in the ocean. 13. Throwing salt over your right shoulder can prevent bad luck. 14. Follow-up Discuss the following questions with your instructor and classmates. 1. Of those beliefs on the list, which is believed by the most students in the class? Which is believed by the fewest students in the class? 1. Which beliefs/superstitions did you add to the list? Describe them to the class. 2. Of those you did not check, are there any you avoid anyway, just to «play it safe»? For example, would you avoid a black cat or walking under a ladder, even though you don't really believe they bring bad luck? 3. How do people in your culture express their beliefs in superstitions? For example, in countries where people believe 13 is an unlucky number, the thirteenth floor of a building is usually labeled 14, so that no floor is labeled 13. What do people in your culture do because of superstitions? DISCUSSING REMEDIES In pairs, take turns suggesting and accepting/rejecting treatments for the list of problems below. Example: STUDENT 1: I have a sore throat. STUDENT 2: You should gargle with salt water. STUDENT 1: Sounds like a good idea. I'll try that. or: Thanks, but I prefer drinking hot tea. cold baldness bad breath dry skin hiccups toothache burn warts cough itchy eye dandruff high blood pressure sore throat

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When you finish, list all the treatments suggested for each problem on the board. Which remedies are “ old wives’ tales” and which are standard medical treatments? TALKING ABOUT SUPERSTITIONS In small groups, discuss whether or not you are superstitious. Look at the examples of common superstitions in North America below. Do you have the same or similar superstitions in your home culture? Share with the class any other superstitions your home culture has about luck, animals, colors, numbers, health, marriage, food, the weather, etc.

1

If you see a falling star, you can make three wishes, and they will come true.

2

Finding a four-leaf clover brings good luck.

3

When your nose itches, it means that company is coming.

4

Walking under a ladder or seeing a black cat cross your path is bad luck.

5

The number 13 is bad luck

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TALKING ABOUT ASTROLOGY .Astrology is the study of the position of the planets and stars and their possible influence on the life of a person born at a particular time. Astrologers assign different personality characteristics to each of the twelve birth signs. For example, Aquarius is fun-loving, Virgo is argumentative, etc Read your astrological forecast in the newspaper for three days. Report to the class about its accuracy and appropriateness. Find the classmates who were born under the same sign as you or as someone you know well. Find out: a. what characteristics they associate with their sign. b. how often they read astrological advice and forecasts in newspapers. c. whether they believe in the accuracy of astrology. Report your findings to your class. Do your own personality characteristics match those mentioned by the speakers? PREDICTING THE FUTURE Do you know anyone who has the ability to predict future events? Are there special people in your home culture (fortune-tellers, psychics, etc.) who predict the future in return for money? Have you ever visited such a person? With a partner, role play a conversation between a fortune-teller and his or her client. The client is interested in his or her: love life financial situation career health CLIENT: Will I meet someone and fall in love soon? FORTUNE TELLER: Yes, you will. But it will be a difficult relationship because… TALKING ABOUT MEDICAL DISCOVERIES Step 1. In small groups, brainstorm about the most important medical discoveries of this century (penicillin, radiation therapy, polio vaccine, etc.). Pick the most important discovery and discuss the reasons for your choice. Step 2. Think of a medical discovery that hasn't been made yet. With your group, play the role of doctors who announce this discovery at a “ press conference.” Your classmates will play the role of reporters. Be prepare to answer questions about

45

how the discovery was made, what purpose it will accomplish, and how much it will cost.

UNIT VIII PREJUDICE, TOLERANCE AND JUSTICE DISCUSSING THE PROBLEM OF DISCRIMINATION You are going to discuss various types of discrimination (racial, religious, and so forth) and possible solutions to the problem. 1. In your country, are there groups of people who are racially or culturally different from the majority of the population? Try to identify one group of people in your country who face some type of discrimination. They may be in one of the following groups: a. guest workers; b. illegal or undocumented aliens; c. people born in your country but with a different cultural or national background from the majority; d. people born in your country but with a different religion from the majority; e. people who are racially or ethnically different from the majority; f. political refugees If you believe that your country has no such problems, choose a group of people in another country that you know about. 2. Answer the questions that follow for the group that you have chosen. 3. Choose someone from the class to lead a discussion about the questions you answered. The discussion should focus on one category at a time (evidence, causes, possible solutions, best solution, and effects). Each person should first give evidence or facts about the discrimination problem he or she chose, then each person should discuss causes of the problem, and so forth. As you discuss each category, identify the similarities and differences among the groups discussed. Are the causes of discrimination the same? The solutions? Questions 1. Evidence: How do you know that this group faces some sort of discrimination? 2. Causes: What are the causes of this situation? 3. Possible solutions: What are some possible solutions to the problems this group faces? 4. Best solution: Of the solutions listed under Question 3, which is the best? Why? 5. Effects: What would be the effects, or result, of the solution listed under Question 4? DISCUSSING PROBLEMS AROUND THE WORLD You are going to discuss possible solutions to some of the problems people in various parts of the world must face.

46

1. Look at the incomplete questions that follow. Complete them by writing the name of a place (city or country or area of the world) in the first blank and a problem in the second blank. The problem can be any kind of problem that area faces: crime, hunger, unemployment, pollution of the environment, poverty, inflation, inadequate housing, lack of educational facilities or teachers, etc. 2. Sit in a circle with the rest of the class. Look at Question 1 and choose someone in the class who might actually know about the area and the problem. Ask that person Question 1. Several students should ask someone in the circle Question 1. Then do the same for Questions 2, 3, and 4. Questions 1. What do you think should be done in _____about the problem of _____? 2. What can de done in ______in the next few years about ______? 3. What might happen in_____ regarding the _____ problem? 4. What should the government of ______ do about ______? GIVING A SPEECH You are going to give a speech about a situation related to the topic of «Prejudice, Tolerance, and Justice». a. the Civil Rights Movement in the American South, led by Martin Luther King, Jr. b. Mohandas Gandhi's theory of nonviolent resistance and the movement he led in India c. the system of apartheid in South Africa d. the caste system in India e. the Polisario Front, fighting for the separation of what used to be Spanish Morocco from Morocco f. the use of busing to achieve school integration in the United States g. the situation of one of the following groups: - gust workers in Germany, France, or Switzerland - racially mixed children in Korea (the children of Korean women and U.S. servicemen) - Puerto Ricans in New York City - Navaho Indians in the American Southwest - Koreans in Japan - Arabs in Israel - Indians in South America (those who speak their own language, not Spanish or Portuguese) ROLE-PLAYING AN ELECTION CAMPAIGN You are going to pretend to be the citizens of Markin City. Markin City is holding elections this year for its representative to the national government. 1. Divide into two groups. Group A should be one-fourth of the class members. The rest of the students will be members of Group B. 2. Group A and Group В should each choose one person to be the political candidate for representative from Markin City to the national government. 3. Read the appropriate instructions that follow, for Candidate A, Candidate B,

47

Group A, and Group B. Make sure you understand your role. If you have questions, ask your instructor. 4. Candidate A should meet with Group A for ten minutes. Candidate A should talk about his or her campaign and ask Group A to promise to give some money toward it. In the chart below, «Candidate A: Money promised», write the amounts and sources of all the money promised. Under «Source», write where the money is going to come from (sale of house, money in the bank, etc.). 5. Candidate В should meet with Group В for ten minutes. Candidate В should also talk about the campaign and ask for money. Write the amounts and sources of money promised in the chart, «Candidate B: Money Promised». 6. If you are a member of Group A or Group В and deciding how to support your candidate, remember the following: a. You can sell your house, land, or car to get money to support your candidate. In order to sell your land, you must find someone willing to buy it. b. Housing is hard to find in Markin City. If you sell your house, you must move to a small apartment. c. There are no local car factories. If you sell your car, you must wait an entire year to buy a new one. d. If you sell your land, you will lose the income from the crops you grow on it. 7. Each candidate should add up the total amount of money promised. Your goal is to collect $100,000. If a candidate does not have the $100,000 promised, he or she should meet with the group again and try to convince them to give more money. This meeting may last ten minutes. 8. There can be a total of three meetings between each candidate and the respective group. The first candidate to collect $100,000 in pledges wins the election. If neither candidate gets $100,000, then each candidate should talk to the whole group (A and В combined) for five minutes. All citizens of Markin City may then vote for the candidate of their choice. Roles Group A (25 percent of the class) You are all wealthy plantation owners. You are well educated, have worked very hard to be successful, and run your plantations well. You each have the following: a house worth $100,000 a car worth $20,000 land worth $1,000,000 money in the bank: $5,000 (You just invested all your money in new farm equipment.) You feel you treat your workers very well, giving them clothing that you don't need anymore and baskets of food at Christmas time. You each have two teenage children who will be starting university studies in the next year or two. The universities are very expensive. You are all worried about losing control of the government. You are afraid there might be a revolution. It is very important that you get Candidate A elected.

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Group В (75 percent of the class) You are all very poor. You work on the soybean plantations owned by the members of Group A. You each have the following: a small house worth $20,000 a car worth $5,000 a small piece of farmland worth $5,000 money in the bank: $5,000 (You have been working very hard and saving your money for many years.) You eat mostly beans and potatoes, and you patch old clothes to wear. You each have two small children. Most children of Group В in Markin City finish only six years of school. Then they go to work on the soybean plantations to help support the family. You would like your children to finish high school. That is why you have been saving your money. Group В has never had a representative in the government before. You believe that some changes in the laws need to be made so that your children can have a better life than you have. Candidate A You represent Group A. You believe, basically, in keeping things the way they are. You approve of traditional values. However, you want to change the following things: 1. Members of Group A currently pay 25 percent of their income in taxes. You claim that most of this goes to support members of Group В who are too lazy to work. You want to reduce the taxes to 20 percent. 2. There have been some problems lately with members of Group В breaking into the houses of Group A and stealing money, television sets, and jewelry. You claim that this is why the members of Group В can afford to have cars. You want stronger laws with longer prison terms for criminals. You must get Group A to contribute $100,000 to support your campaign. Talk to them, together and separately. Tell them what you want to change in the government. Convince them to give you money, even if it means selling their houses or cars. Candidate В You represent Group B. Group В has never had a representative to the government before because the people in Group В never had enough money to support a candidate. But now things are a little better for Group B, and, if they really get organized, they can support your campaign. You want the following changes: 1. A minimum-wage law that would ensure all soybean workers twice the income they now have. 2. Government scholarships for the children of Group В to attend universities. 3. An increase in taxes for the rich from 25 percent to 30 percent. The extra money would pay for the scholarships and for guaranteed medical care for Group B.

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You must get Group В to contribute $100,000 to support your campaign. Talk to them, together and separately. Tell them what you want to change. Convince them to give you the money, even if it means selling their houses or cars. Candidate A: Money Promised Amount

Person giving

Source

Candidate B: Money Promised Amount Person giving

Source

INTERVIEWING A CLASSMATE AND EXPRESSING WISHES Everyone wishes they could change things about conditions in their countries and even world political and economic situations. You are going to find out what some of your classmates wish they could change. 1. Interview three of your classmates about what they wish about each of the topics in the following chart. 2. Take notes on their answers in the spaces to the right of the topics. 3. After the interviews, tell the class one wish that each of the people you talked to mentioned. name

name

name

the leader of your country the president of the United States the leader of Russia the economic situation in your country a world political problem

DISCUSSING PREJUDICE AND DISCRIMINATION In small groups, discuss what statistics tells us about the lives of minorities compared to those of whites in the United States? For example. 1. What do you think has caused these inequalities? 2. Discuss the relationship between the words «prejudice» and «discrimination». Give examples of discrimination. Use a dictionary if necessary. 3. The following groups have experienced discrimination in the United States in the past: a . women b. the handicapped c. people of color (various racial groups) d. homosexuals e. followers of minority religions (for example, Jews, f. the elderly Muslims) Discuss the following questions. a. Is (was) there discrimination against these groups in Russia? In what form? b. What other groups have experienced discrimination in Russia? (examples: lower social classes, foreigners, etc.) с. What protection (if any) do these groups receive from the government? d. Have you ever experienced discrimination personally?

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PROBLEM SOLVING The following situations involve possible discrimination based on race, age, marital status, and handicap. In groups, decide: a. if there is evidence of discrimination, b. what each person should have done to prevent the conflict, с. what each person should do next, and d. how the situation would be handled in Russia. When you finish, share your group’s ideas with the class. Situation 1 Mr. Berkowitz, an apartment manager, refuses to rent an apartment to Ms. Wilson, a single mother with two young boys. He is worried about the noise and the possible damage the children would cause. He says that without a husband the woman would not have enough control over the children. The tenants of the building are all adults, many of them senior citizens. The woman promises to keep the boys quiet. She really wants this apartment because the rent is so reasonable and because it's so close to her job. Situation2 Brian Lund, a 54-year-old bank manager, says he was fired from his job because of his age. Ms. Thayer, the supervisor, says that she let the manager go because he came to work late three times in the last month. She thinks Mr. Lund has a drinking problem. However, Mr. Lund claims that he was late only two times and that was due to his wife's illness. He points out that the bank has hired a much younger manager, at a much lower salary. Situation3 Timothy Minims, a black waiter, says he didn't get a job in a fancy restaurant because of his race. The restaurant has primarily white customers and is in a white neighborhood. The restaurant manager says the reason Mr. Mimms wasn't hired was that he wore his hair in long braids. The restaurant considers this unsanitary and Mr. Mimms was unwilling to change his hairstyle. Situation4 Karen McDowell, a history teacher, feels she was refused a teaching job at a private high school because of her handicap. Ms. McDowell is a paraplegic and uses a wheelchair to get around. According to school officials, not all the buildings at the high school have elevators; accommodating Ms. McDowell would be too difficult and too costly for the school. The teacher they hired was able-bodied but much less experienced than Ms. McDowell

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APPENDIX HELPFUL LANGUAGE REFERENCE The following expressions may be helpful in your discussions. Refer to them as needed. Advice What / How about (+ing) … ? If I were you, I’d … You (really) should … You shouldn’t … You (really) ought to … You could … Why don’t you … ? Shouldn’t you … ? You had better … It would be a good idea to … The best thing you can do is … I strongly advise you to … I’d advise you (not) to … I strongly / highly recommend (+ing) … Try (not) to … I suggest that … In your position, I’d … My advise would be … It is advisable … It is highly recommended … It is appropriate … You should avoid … Don’t forget that … In reality … Don’t overlook the fact that … It’s very difficult to … It’s a good idea to … I insist that the best thing would be to … Don’t worry if … It would be best (not) to … Asking for a favour Could you tell me … Would you be able to … Would you mind … I wonder if you could … Would you be so kind ....... Suggestions Let’s … Shall we … ? How / What about … ? Why don’t we … ? We/d better … (I think) we should … If I were you … Why don’t you …

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Do you want … ? Would you like to ... Do you feel like (+ing) ... Maybe we/you could .... Rejecting I’m not in the mood for (+ing) … I don’t think it’s a nice idea … I don’t feel like (+ing) … I couldn’t bear it! I’d rather … Good idea, but … I’m afraid / I’m sorry I can’t (+ reason) ... I’d rather not ... If you don’t mind, I’d rather not. Accepting That’s a good idea! Oh, why didn’t I think of that? Thanks. Good idea! That would be great! You’re a real mate. Yes, that would be very nice. Thank you. That sounds great. Sounds like fun. I’d love to. Certainly / surely. That’s very kind of you. Requests Could you … ? Can / Could I ...? Do you think you could … ? Can / Could you tell me … ? I’ll … if you like. Would you mind (+ing) … ? Can I help you? … , will you? Will you … ? I’d love / like… , (if that’s at all possible)/ You wouldn’t … , would you? We’d like … please. Have you got … ? I’d like … Apologizing I’m awfully/terribly sorry to … Excuse me, (please) … I’m afraid … (I’m) sorry (about) … I am sorry … Pardon! How awful of me! Pardon me!

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It’s all my fault! I’m afraid, I owe you an apology. I apologize ... Liking I like / love + noun/gerund To be keen on + noun/gerund To be fond of + noun/gerund To be a book/music/art/nature/dog/ballet/etc. lover To be a theatre/play/cinema/concert/opera/ etc. goer To be a great football/film/opera/etc. fan I find ... (something) really interesting/enjoyable/ relaxing/fascinating/exciting/etc. I adore ... To be mad/crazy about ... Disliking I dislike... I find ... (something) boring/dull/tiring/dumb/silly/uninteresting/etc. I don’t particularly care for ... ... leaves me cold/indifferent. It’s beyond me/my understanding. I find ...... difficult to appreciate. I can’t stand ... I hate ... I detest ... Bringing someone into the conversation What do you think / feel about ... ? What’s your opinion on ... ? Do you have any views on ... ? Do you agree with me? Would you agree that ...? Wouldn’t you say that ... ? Which of these points of view / suggestions do you support? In your opinion ...... or ...... ? Do you think ...... or ...... ? Agreeing Yes, I think you’re right. I agree. That’s a good point. Yes, quite. I have absolutely the same point of view. Disagreeing I don’t agree. I disagree. I don’t think so. I really couldn’t agree with ... I personally think ... I don’t feel strongly this way... I see what you mean but I’m afraid I can’t agree with you ... I am sorry/I am afraid I think you are mistaken.

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Yes, ....... but don’t forget ...... That’s probably true but we shouldn’t forget ...... Possibly / Perhaps ...... but ...... That’s all very well but surely you are forgetting ...... Well, I am basically in favor of ...... That’s fine for ...... but what about ...... I see your point but are you sure ...... I see what you mean but don’t you think ...... Well, you have a point ...... but we can’t get away from the fact that ...... So ...... but ...... Hesitation I’m afraid I don’t really know much about it. I’m afraid I don’t know enough about it. I’m afraid I am not a right person to ask.. That’s a difficult question to answer. That’s an interesting question but ..... Giving feedback (showing you are listening) I see your point. OK. Right. Uh-huh. Asking for clarification What do you mean by ......? What did you say? Could you explain that? Coming to a consensus Does everybody agree? Let’s decide on ...... We have to decide now. What’s your final decision?

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И сп ользованная литература 1. Foley B. Now Hear This: Listening, Speaking, Pronunciation / B. Foley. – 2nd edition. – Boston: Heinle & Heinle Publishers, 1996. -172 p. 2. Kayfetz J. Speaking Effectively / J. Kayfetz, M. Smith. – Boston: Heinle & Heinle Publishers, 1995. – 145 p. 3. Poole D. Interactions II: A Speaking Activity book / D. Poole, E. Thrush. – New York: McGraw-Hill, Inc, 1996. – 124 p. 4. Tanka J. Interactions II: A Listening / Speaking Skills Book / J. Tanka, L. Baker. – 3d edition. - New York: McGraw-Hill, Inc, 1998. – 276 p. 5. Viney P. Handshake: A Course In Communication / P. Viney, K. Viney. – Oxford University Press, 1997. – 176 p. 6. Электронны й каталог Н аучной библиотеки В оронеж ского госуд арственного университета. – (http://www.lib.vsu.ru/)

С оставители: к.ф.н. С оловьеваИ ринаЮ рьевна Д уммаЕ катеринаП етровна, С п ирид оноваН аталья Борисовна

Ред актор БунинаТ .Д .