Методические указания и контрольное задание №5 по английскому языку

Федеральное агентство по образованию Восточно-Сибирский Государственный Технологический Университет

Методические указания и контрольное задание №5 по английскому языку для студентов заочного отделения специальности «Социальная работа»

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Издательство ВСГТУ Улан-Удэ 2005

Контрольная работа № 5 является заключительной в серии контрольных работ по иностранному языку, предусмотренных учебным планом для студентов заочного отделения, специальности «Социальная работа». Цель контрольной работы №5 – подвести студентов к монологическому высказыванию и подготовить их к сдаче экзамена по иностранному языку. Задания построены на аутентичном материале, заимствованном из оригинальных публикаций. Ключевые слова: welfare, parents, children, American family, society, community, national programs, upbringing, Medicare, demographics.

Доржиева Г.Б. Мантатова С.С. Левчук Э.Т.

Подписано в печать 13.01.2005г. Формат 60х84 1/16. Усл.п.л. 3,26, уч.-изд.л. 3,2. Тираж 150 экз. Заказ №2. Издательство ВСГТУ. г. Улан-Удэ, ул. Ключевская,40в.

Контрольная работа №5 Вариант 1 Задание I. I. Read the text and answer the question in written form, using the vocabulary list. Why is it necessary for Americans to hold surveys and opinion polls? Vocabulary list: 1. opinion poll – опрос общественного мнения 2. census (n) – перепись 3. specific (a) – особенный 4. be fascinated (v) – быть очарованным 5. tax (n) – налог 6. descriptive (a) – описательный 7. available (a) – доступный Demographics – the Basic Picture 1. Although it is difficult to paint a picture of the average American today, there is no difficulty in obtaining data to describe American society. Americans seem to be fascinated by surveys, research studies, questionnaires, and opinion polls which describe them and their country. Tons of such demographic material appear each year. The main reason so much information is available about America and Americans is found in the Constitution. 2. The Constitution of the United States specifies that a nationwide census, a “head count” of all Americans, must be taken every five years. The census is necessary to determine what changes there might have been in the population. The number of representatives each state can elect to the House of Representatives, for example, it is determined by population. Similarly, the figures are very important in establishing how much money from federal taxes will be returned to the states, or how much cities will receive in aid from the federal

government. Today the census also gives a wealth of other information on almost any aspect of American life. The information is public and easily available, and anyone interested in accurate descriptive data on the U.S. should consult the most recent edition of the Statistical Abstract of the United States. 3. Here we are interested in basic information about American society, with more specific data given in other chapters. This type of information, for example, tells us that the United States is a country with an area of 3.6 million square miles and has a population density of only 66 people per square mile. By comparison, the population density of Italy is 491, that of the Netherlands 918, that of the West Germany 635 per square mile. Also of basic interest is how the U.S. population can be categorized by race and ethnic origin. II. Rewrite the following words, find their derivatives from the text and translate them. Model: compare – comparison (сравнение) 1. 2. 3. 4. 5.

compare describe represent question nation

III. Choose and write down the words with similar meaning: Model: Obtain = get, … Obtain, aid, establish, specific, wealth, get, help, prosperity, set, peculiar. IV. Match the following words with their definitions: Model: 1. Survey – d) examining in detail 1. survey 2. population

a) the situation or position b) the beginning of something

3. 4. 5. 6.

receive figure accurate density

7. origin 8. wealth 9. aspect 10. data

c) without mistakes, exact d) examining in detail e) to get something f) the facts from which conclusion may be drawn g) the total number of people in a given country h) a symbol that represents a number i) the quantity of something per unit area j) all goods and resources having monetary value

V. Read these sentences and arrange them according to the logic of the text. 1. The United States statistical abstract gives fully descriptive data on all aspects of American life. 2. The goal of the census is to reveal changes in the population every decade. 3. It is easy to describe a typical American today because demographic materials appear each year. 4. The basic information about American society is connected with population density. 5. A nationwide census is necessary to determine the amount of money for taxes given back to the state and aid from the federal government. VI. Rewrite and translate passage 2 in written form. Задание II. I. Read the text and answer the question in written form, using the vocabulary list. How are health and welfare concerns viewed in the United States? Vocabulary list: 1. self-reliant frontiersman – полагающийся на себя житель пограничной полосы

2. 3. 4. 5. 6. 7. 8.

axe (n) – топор circle (v) – ставить кругом barn-raising (a) – строительство складов, амбаров ingenuity (n) – изобретательность pluck (n) – смелость compassionate (a) – сострадательный, сочувствующий snakebite – змеиный укус Welfare

1. The images from America’s past reflect how health and welfare concerns are viewed in the United States. The first image is that of the self-reliant frontiersman. Armed with only an axe, a rifle, a Bible, and a strong will (and sometimes a bottle of whiskey against “snakebite”), he goes out into the wilderness alone and survives. He asks no man for help (“God helps them that help themselves”). 2. The second historical image is that of the pioneer community, the groups that circled their wagons for protection, shared their food, and helped each other when things got rough. They came together to build each other’s houses. They had great barn-rising parties in which everyone took part. All together helped to build the community school, hire the teacher, find the doctor, fight the fire and pay the sheriff. When a neighbor needed help, the help was there (“A friend in need is a friend indeed”). 3. There is some historical truth in both images. Obviously many millions did make it in America with more than a little help from their friends. Other had enough ingenuity, pluck and luck to make it on their own. The famous rags-to-riches and poverty-to-power stories had and have real-life parallels. But there are also the many who did not succeed in America. There were those who, working long hours in factories or “sweatshops”, were too tired to educate themselves when the day was done. There were also those who could not move to

where the grass was greener because they were kept where the cotton grew. 4. Social welfare in the United States has always been torn between the concepts of the independent, self-reliant individual and the interdependent, caring community. Generous to other nations, Americans have been much less charitable at home. They have often appeared to be more compassionate towards victims of earthquakes, drought, and famine than towards people in need in their own land. There seems to be more truth in the observation that Americans very often are too proud to ask for help and welfare. Education and technical skills have long since replaced the axe and the hunting rifle. But some Americans still feel that people who can’t find some kind of work somewhere deserve in part what they get or don’t get. Notes: 1. drought [draut] – засуха 2. famine [f min] - голод 3. rags-to-riches, poverty-to-power – из низов в верхи II. а) Read the following sentences and point out the numbers of the sentences which correspond to the content of the text. b) Correct sentences with the wrong information and rewrite. 1. The main principles of relationships were to share food and help each other when things got rough. 2. A strong belief in God and self-reliance helped to survive to the first Americans. 3. Having worked in factories people moved to the places where the grass was greener and life conditions were better. 4. Charity is an inherent characteristic in Americans. 5. Americans still follow the concept of independence and caring community as an indispensable part of wellbeing. III. Read the text again and write out treats of character that

describe a self-made person: Model: Interdependence, … 1. generosity 2. strictness 3. wildness 4. interdependence 5. strong will 6. compassion 7. self-reliance 8. sympathy 9. charity 10. ingenuity IV. Entitle each paragraph of the text using the given headings: 1. Two historical images. 2. Compassionate Americans. 3. Self-reliance is a treat of character of the first frontiersman. 4. Americans prefer to obtain welfare support. 5. Mutual assistance in pioneer community. V. Rewrite and translate passages 2,3 in written form. VI. Clichés for rendering of the article: I. INTRODUCTION The headline of the article - The article I’ve read (looked through) is headlined …(is entitled…, is called…) - The article under rendering is entitled… - The article is headlined… II. GIST (the main idea of the article) - The article is devoted to …, is about…, is concerned… - The article deals with …, touches upon …, concerns… - The main idea of the article is… III. SUMMARY (the contents of the article) - The story opens with…

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In the introduction to the article the author mentions… The author believes, depicts, dwells on, touches on, explains, considers, analyses, comments on, points out, enumerates, makes a few critical remarks on, accuses, exposes. - The article goes on to say that… - According to the article... - The story ends with… - Finally, the author concludes that… IV.THE PROBLEMS raised in the article. The author’s treatment of the problems. - The author raises the problem of … - Saying all these the author raises the problem … - The problem raised by the author is very serious / acute, pressing… V. COMMENTS (your treatment of the problem). - I agree with the author here… - I disagree with the author and I’d like to reason it… - In my commentary I’d like to dwell on …/ point out, emphasize, outline, analyze… VI. CONCLUSION (your opinion of the article). - In conclusion I’d like to say… - I found the article up-to-date / urgent, topical, dull, of no value, of no importance… - The article turned out to be very informative… Вариант 2 Задание I. I. Read the text and answer the question in written form, using the vocabulary list. What is the composition of the “traditional” American family? Vocabulary list: 1. affect (v) – влиять 2. the Census Bureau – Бюро переписи населения

3. 4. 5. 6. 7. 8.

household (n) – домашний круг, семья sample (n) – образец survey (n) – исследование couple (n) – супружеская пара divorce (n) – развод wedlock (n) – брак

Changes in the “Traditional” American Family 1. The U.S. government is interested in trends that affect the American family. To investigate how families are changing, every ten years the U.S. Census Bureau collects data on all American households. From the information it receives, the bureau examines such important aspects of American life as family size and composition. It can then compare its findings with the results of the censuses taken in the past to identify trends in the American family. 2. Information from a sample of 57,400 households surveyed by the Census Bureau in March of 1990 indicates that the “traditional” American family – a family consisting of two parents and children under the age of 18 - is on the decline. The “traditional” family made up only 40 percent of U.S. households in 1970, 31 percent in 1980, and 26 percent in the year 1990. The more than 70 percent of households falling outside of the category “traditional” family includes households consisting of never–married parents and children, divorced parents and children, couples without children, parents and children over 18 years of age, people living alone, and unrelated adults living in the same household. 3. Findings of this survey reveal other interesting trends in American family life. One finding was that while the rate of divorce and childbirth out of wedlock (involving couples not married) continued to increase, both of these phenomena increased at a slower pace during the 1980s than during the previous decade. But the number of unmarried couples living together appears to be increasing rapidly, with the number in

the 1990 survey showing an 80 percent increase over the number in 1980. The long-term general trend toward smaller families was shown to continue, with the size of the average American household dropping from 3.67 people in 1940, to 3.14 in 1970, to 2.76 in 1980 to a low of 2.63 in 1990. II. Rewrite the following words, find their derivatives from the text and translate them. Model : find – findings (зд. новые факты), 1. 2. 3. 4. 5.

find marry relate composite child

III. Choose and write down the words with similar meaning: Model: reveal = make known, … Reveal, go on, rapidly, fall, continue, make known, include, quickly, drop, involve. IV. Match the following words with their definitions: Model: 1.data – e) the figures or facts from which conclusion may be drawn 1. 2. 3. 4. 5.

data investigate trend indicate identify

6. rate 7. pace 8. increase

а) to decay, fall b) a person’s step in walking c) to establish as the same or similar d) a general direction e) the figures or facts from which conclusion may be drawn f) be not connected to each other by marriage g) to point out h) the measure of something to a fixed unit

9. decline 10. unrelated

i) to become larger or greater j) to examine carefully

V. Read these sentences and arrange them according to the logic of the text. 1. It was noticed that the rate of divorce and childbirth out of wedlock increased more slowly during the 1980s than during the previous decade. 2. There are many interesting trends in American family life. 3. The US Census Bureau gathers data on all the US households. 4. The size of the typical American family is constantly decreasing. 5. According to the last Census Bureau survey never married parents and children, divorced parents and children, couples without children became more widespread in American households. VI. Rewrite and translate passage 2 in written form. Задание II. I. Read the text and answer the question in written form, using the vocabulary list. What national programs does the federal government finance? 1. 2. 3. 4. 5. 6. 7. 8.

Vocabulary list: shelter (n) – приют, пристанище voluntary service – добровольная служба charity (n) – благотворительность eligibility (n)– право на избрание insurance (n) – страхование nutrition (n) – питание, пища recipient (n) – получатель alleviate (v) – облегчать смягчать

The Social Welfare Legislation 1. The welfare situation improved greatly through social welfare legislation of Franklin D. Roosevelt in the mid-1930s. Today, of course, there are many federal, state and local programs that helped the unemployed, shelter, and feed the homeless, and care for the sick. Local community institutions, churches, charitable groups, and voluntary service organizations also play a large part. There is no single welfare system, but rather a mosaic of measures created to help those in need. 2. If someone losses his or her job, for example, there may be a number of benefits he/she is entitled to, ranging from full pay up to a certain period, reduced percentage thereafter, state unemployment compensation, eligibility for retraining, pension plan, and payments from a company–sponsored or private unemployment insurance. Health costs may also be covered by union contract with the management. In case of long-term unemployment, federal funds can be claimed. 3. The federal government sets nationwide standards for the minimum hourly wage level, or the official poverty level. It finances and organizes national programs such as Social Security, Aid to Families with Dependent Children, the Food Stamps program, Unemployment Insurance, and Workmen‘s Compensation, Supplemental Security Income, Medicare, and Medicaid. These different program help alleviate financial problems for the elderly and/or those who cannot work or afford proper nutrition and health care. In 1986, over $450 billion was spent by the federal government on social welfare. 4. Programs and amounts of support vary greatly among the states and depend on the individual social and economic situation of the recipient. II. а) Read the following sentences and point out the numbers of the sentences which correspond to the content of the text. b) Correct sentences with the wrong information and rewrite. 1. Federal programs depend on economic status of the

recipient. 2. The welfare situation dramatically changed during Franklin D. Roosevelt period of governing. 3. There aren’t benefits that can be obtained by individuals, if they are fired. 4. The federal government sets nationwide standards. 5. There are many welfare programs created to help unemployed and poor people. III. Read the text again and write out funds which can help if you a) are in need of food b) are sick c) are unemployed d) have many children Model: a – Social Security 1. 2. 3. 4. 5. 6. 7. 8.

Medicare Social Security Supplemental Security Income Food Stamps program Medicaid Unemployment Insurance Workmen’s Compensation Aid to Families with Dependent Children

IV. Entitle each paragraph of the text using the given headings: 1. Role of the different programs. 2. Help for unemployed. 3. Medicaid federal programs. 4. Organizations and funds. 5. Variety of federal programs from state to state. V. Rewrite and translate passages 1,2 in written form.

VI. Clichés for rendering of the article: I. INTRODUCTION The headline of the article - The article I’ve read (looked through) is headlined …(is entitled…, is called…) - The article under rendering is entitled… - The article is headlined… II. GIST (the main idea of the article) - The article is devoted to …, is about…, is concerned… - The article deals with …, touches upon …, concerns… - The main idea of the article is… III. SUMMARY (the contents of the article) - The story opens with… - In the introduction to the article the author mentions… - The author believes, depicts, dwells on, touches on, explains, considers, analyses, comments on, points out, enumerates, makes a few critical remarks on, accuses, exposes. - The article goes on to say that… - According to the article... - The story ends with… - Finally, the author concludes that… IV.THE PROBLEMS raised in the article. The author’s treatment of the problems. - The author raises the problem of … - Saying all these the author raises the problem … - The problem raised by the author is very serious / acute, pressing… V. COMMENTS (your treatment of the problem). - I agree with the author here… - I disagree with the author and I’d like to reason it… - In my commentary I’d like to dwell on …/ point out, emphasize, outline, analyze… VI. CONCLUSION (your opinion of the article). - In conclusion I’d like to say…

-

I found the article up-to-date / urgent, topical, dull, of no value, of no importance… The article turned out to be very informative…

Вариант 3 Задание I. I. Read the text and answer the question in written form, using the vocabulary list. What were the reasons for immigration for people from all over the world? Did they come by their own choice? 1. 2. 3. 4. 5. 6. 7. 8.

Vocabulary list: starvation (n) – голод persecution (n) – преследование refugee (n) – беженец turmoil (n) – беспорядок, смятение heritage (n) – наследие intoleration (n) – нетерпимость disaster (n) – катастрофа flee (fled, fled) (v) – бежать прочь Patterns of Immigration

1. Major changes in the pattern of immigration have been caused by wars, revolutions, periods of starvation, persecutions, religious intoleration, and, in short, by any number of disasters which led people to believe that America was a better place to be. More than a million Irish, for instance, emigrated to America between 1846 and 1851in order to escape starvation and disease in Ireland. During the same period, large numbers of other Europeans fled political persecution. And in the 1870s another wave of refugees left the political turmoil of eastern and southern Europe to seek freedom and a future in America. The largest streams of European immigrants came between 1900 and 1920, that is, before, after, and during World War II. At

other times, for example, during the Depression and during World War II, smaller numbers of immigrants came to the U.S. Since the 1960s, more and more people have fled the poverty and wars in Asia and Latin America in the hope of finding a better life in the United States. 2. There is, of course, another side to America’s ethnic pluralism and racial variety, one that Americans, more than any other people, are aware of. The first slaves brought to what is today the United States arrived to Virginia on board a Dutch ship in 1619. On the eve of the American Revolution, slavery was already firmly established in what was shortly to be the United States of America. In 1776, probably about a fifth of all inhabitants in the British colonies in America were Negro slaves. 3. Between 1777 and 1804, all states in the new republic north of Maryland abolished slavery. However, neither the north nor the south would escape the grave social, economic, political, and moral problems that are the heritage of slavery. Although the Civil War (1861 – 1865) brought an end to slavery in all of the states, discrimination against blacks would continue. Ironically, some countries that were among the greatest slave – trading nations for so long, such as Portugal, Spain, and England, have largely escaped the consequences which almost all Americans have come to accept as rightly theirs. Americans know that although most of their ancestors came to America by choice, a great many did not. II. Rewrite the following words, find their derivatives from the text and translate them. Model: plural – pluralism (плюрализм) 1. 2. 3. 4. 5.

plural tolerance starve persecute slave

III. Choose and write down the words with similar meaning: Model: Disease = illness, … Disease, turmoil, establish, accept, continue, adopt, go on, illness, commotion, found. IV. Match the following words with their definitions: Model: 1. abolish – f) to put to an end 1. abolish 2. slave 3. eve 4. inhabitant 5. escape 6. emigrate 7. consequence 8. seek 9. ancestor 10. choice

a) to search for b) the opportunity c) to move from one country to settle elsewhere d) a person held against his will and made to work for another e) forefather f) to put to an end g) the evening before a special day or holyday h) to get free i) the natural result from a preceding action j) a person who resides permanently

V. Read these sentences and arrange them according to the logic of the text. 1. Slavery was abolished in all the states north of Maryland in the late 18th and early 19th centuries. 2. Ethnic pluralism and racial variety characterizes American society. 3. Many people have immigrated to the USA because of wars, revolutions, periods of starvation, persecutions, and religious intoleration in order to find a better life. 4. The first slaves appeared in America, in Virginia. 5. The majority of European immigrants came to the United States in the first decades of the 20th century.

V1. Rewrite and translate passage 1 in written form. Задание II. I. Read the text and answer the question in written form, using the vocabulary list. What do “workfare” programs require? 1. 2. 3. 4. 5. 6. 7.

Vocabulary list: per capita – на человека assess (v) – оценивать recipient (n) – получатель remedial (a) – коррективный exempt (v) – освобождать encourage (v) – способствовать decent (a) – минимальный Welfare Support

1. There are, however, astonishing difference in the degree to which states provide welfare support for their citizens. Counting state and local funds only, the state of New York spends about $385 a year for each one of its citizens on its poor, while Arizona only spends $68, and Florida $78 per capita of their populations. Obviously if one is poor or sick, it is better to be in New York than in Arizona. 2. Likewise, although the states should be spending an equal amount of money when given federal funds (federal grants often require matching funds from states and local communities), each state’s welfare department assesses its own citizen’s needs. As a result, in the AFDS program, designed to benefit children being raised in single-parent families, Alaska provides over six times as much assistance (in 1986, an average of $730 per month to a parent with two children) as does Alabama (only $118 per family). Some states provide a lot of help, and others, giving very little, seem to hope that their poor will go elsewhere.

3. Since the 1070s, a number of states have started socalled “workfare” (work + welfare) programs which require welfare recipients to work or to participate in job training programs. In about half of states, programs are in effect which try to place welfare recipients in public-service jobs. Families with preschool children are exempted from work requirements. By providing remedial education, vocational training, and childcare, state governments want to encourage welfare recipients, especially families receiving AFDS, to get jobs with decent wages and prospects for long-term employment. 4. Some of state’s workfare programs have met with good success. In Massachusetts, for example, 20,000 welfare recipients were placed in jobs within two years. California’s new welfare-reform law provides for up to two years of training for unfilled jobs to welfare recipients, and free childcare. Other states have started similar efforts to help people get off welfare and into permanent jobs. II. а) Read the following sentences and point out the numbers of the sentences which correspond to the content of the text. b) Correct sentences with the wrong information and rewrite. 1. Different states provide equal welfare support for their citizens. 2. The AFDS program is aimed to help sick people. 3. Families receiving AFDC are encouraged by government. 4. Participation in workfare programs is obligatory. 5. Workfare programs in Massachusetts and in California have been highly appreciated by people. III. Read the text again and write out the amount of money and help provided for welfare support in the following states. 1. Alaska 2. California 3. New York 4. Massachusetts

5. Alabama 6. Florida 7. Arizona IV. Entitle each paragraph of the text using the given headings: 1. Successful results of the welfare programs. 2. Childcare is the main target of the US government support. 3. Welfare program for single parent families. 4. Different standards of welfare support. 5. Job training programs. V. Rewrite and translate passages 1,2 in written form. VI. Clichés for rendering of the article: I. INTRODUCTION The headline of the article - The article I’ve read (looked through) is headlined …(is entitled…, is called…) - The article under rendering is entitled… - The article is headlined… II. GIST (the main idea of the article) - The article is devoted to …, is about…, is concerned… - The article deals with …, touches upon …, concerns… - The main idea of the article is… III. SUMMARY (the contents of the article) - The story opens with… - In the introduction to the article the author mentions… - The author believes, depicts, dwells on, touches on, explains, considers, analyses, comments on, points out, enumerates, makes a few critical remarks on, accuses, exposes. - The article goes on to say that… - According to the article... - The story ends with…

- Finally, the author concludes that… IV.THE PROBLEMS raised in the article. The author’s treatment of the problems. - The author raises the problem of … - Saying all these the author raises the problem … - The problem raised by the author is very serious / acute, pressing… V. COMMENTS (your treatment of the problem). - I agree with the author here… - I disagree with the author and I’d like to reason it… - In my commentary I’d like to dwell on …/ point out, emphasize, outline, analyze… VI. CONCLUSION (your opinion of the article). - In conclusion I’d like to say… - I found the article up-to-date / urgent, topical, dull, of no value, of no importance… - The article turned out to be very informative… Вариант 4 Задание I. I. Read the text and answer the question in written form, using the vocabulary list. When was the Social Security program established? Vocabulary list: 1. be desperate – быть доведенным до отчаяния 2. through applied intelligence – применяя сообразительность 3. fade (v) зд. – уходить 4. rural (a) – сельский 5. welfare (n) – социальное обеспечение 6. slavery (n) – рабство 7. undertake (v) – предпринимать 8. dam (n) – дамба

History of American Welfare 1. From the days of British colonial rule in North America until the 1930s, there was little disagreement about the proper role of government with regard to the welfare of the American people. Local government gave a small amount of money to the very poorest, but most people refused to accept this help unless they were desperate. In the late 19th and early 20th centuries, a number of nations in Europe were establishing and administering government-funded public welfare programs. 2. No equivalent movement existed in the United States until the beginning of the 20th century. Millions of European immigrants had almost limitless opportunities to establish a good life for themselves, and many of them, through applied intelligence and hard work, succeeded beyond their wildest dreams. Such opportunities were not always available to Black Americans (most of whom were held in slavery until the end of the Civil War in 1865) and Native Americans. The majority of Americans could, if they worked hard, establish themselves in comfort, both socially and economically within a generation of two. Government aid was unnecessary for this majority. 3. In 1929, tens of thousands of people lost their jobs because of a severe economic decline known as the Great Depression. The President, Herbert Hoover, introduced programs to solve the problem, but changing a system takes time. Within days after Roosevelt took office in 1933, the old idea that direct federal government support was not a useful way to help people faded into history. Suddenly, congress was establishing many public welfare programs which were radically different from any earlier activities undertaken by the American government. The government began using its money and power to provide jobs for people on public projects such as nature conservation, building dams, repairing roads, renovating public buildings and establishing new electrical systems for rural areas.

4. Among the programs that began during the Depression years was the Social Security program, approved in 1935. II. Rewrite the following words, find their derivatives from the text and translate them. Model: limit – limitless (безграничный) 1. 2. 3. 4. 5.

limit poor necessary act govern

III. Choose and write down the words with similar meaning: Model: establish = accomplish, … Establish, keep, succeed, assist, hold, create, majority, accomplish, support, the greater number. IV. Match the following words with their definitions: Model: 1. severe - b) harsh, stern 1. 2. 3. 4. 5.

severe accept refuse generation conservation

6. renovate 7. with regard to 8. decline 9. approve 10. available

a) to express favorable opinion b) harsh, stern c) to decay, fall d) to deny e) the average time interval between the birth of parents and that of their offspring f) concerning, connected with g) ready for immediate use h) to return to a good condition i) to agree j) protection

V. Read these sentences and arrange them according to the logic of the text.

1. Almost all Americans could become rich in the near future if they worked hard. 2. Due to the US government, such public projects as nature conservation, building dams, repairing roads, renovating public buildings and establishing new electrical systems for rural areas began to work. 3. Herbert Hoover took measures in order to improve a severe economic decline during the Great Depression. 4. Great opportunities to establish good life were opened for immigrants in the USA. 5. History of American welfare started from the beginning of the 20th century when the government commenced to take special interest in helping poor people to survive VI. Rewrite and translate passage 3 in written form. Задание II. I. Read the text and answer the question in written form, using the vocabulary list. Why do employees strike? Vocabulary list: 1. run (v) зд. – управлять, ведать 4. retirement home – дом для престарелых 5. shelter (n) – приют, пристанище 6. a token fee – символическая оплата 7. a white-collar employee – служащие 8. “fringe” benefit – дополнительные льготы 9. bare (a) – простой 10. consideration (n) – соображение Health Care 1. By law, health care is available to those without any money or insurance. States, counties, and cities all run or support hospitals, mental institutions, retirement homes and shelters for the homeless. Again, the quality of care varies with

the state, county, and community. Some spend a great deal, others the bare minimum. Universities and similar institutions also often support and staff free health and dental clinics. Most large universities sponsor free legal aid clinics that provide legal assistance and advise for a token fee. 2. What makes the U.S. different from many other countries is the degree to which payments for health, retirement, and even housing come from private sources. Workers in industry and white-collar employees expect health insurance agreements for them and their families, benefits, and pensions as part of their contracts. Companies and employers often pay a large part of these benefits. 3. Many unions offer unemployment benefits to their members, supplementing governmental sources. Some unions also have their own retirement plans and several even own and manage retirement communities. When employees strike, therefore, they often ask for “fringe” benefits, better retirement payments, better or fuller medical care, and so on. Similarly, when an individual is considering working for a business or even a city or state government, or changing jobs, some of the most important considerations are, for example, retirement benefits, family health and dental plans, or life insurance. In many cases the benefits Americans receive from such sources exceed those from the governmental programs available to everybody. 4. Still there are many individuals who have never worked, or have never been able to, or who have remained unemployed for long periods. These people are forced to rely on the basic governmental programs and no one who has to do so can live comfortably. II. а) Read the following sentences and point out the numbers of the sentences which correspond to the content of the text. b) Correct sentences with the wrong information and rewrite. 1. The quality of health care varies from state to state. 2. Health insurance is a part of a contract for clerks and

workers. 3. Universities and institutions do not support dental clinics. 4. Americans receive health care from different sources: governmental and private. 5. People who do not work live comfortably thanks to governmental programs. III. Read the text again and write out the sources from which Americans get health care: 1. state 2. county 3. private programs 4. shelters 5. cities 6. mental institutions 7. dental clinics 8. governmental programs 9. unions 10. universities IV. Entitle each paragraph of the text using the given headings. 1. Governmental programs are available to everybody. 2. Health care for unemployed people. 3. Different states, different quality of care. 4. Volunteer and charitable organization help. 5. Private companies assign payments for health. V. Rewrite and translate passages 1,2 in written form. VI. Clichés for rendering of the article: I. INTRODUCTION The headline of the article - The article I’ve read (looked through) is headlined …(is entitled…, is called…) - The article under rendering is entitled…

- The article is headlined… II. GIST (the main idea of the article) - The article is devoted to …, is about…, is concerned… - The article deals with …, touches upon …, concerns… - The main idea of the article is… III. SUMMARY (the contents of the article) - The story opens with… - In the introduction to the article the author mentions… - The author believes, depicts, dwells on, touches on, explains, considers, analyses, comments on, points out, enumerates, makes a few critical remarks on, accuses, exposes. - The article goes on to say that… - According to the article... - The story ends with… - Finally, the author concludes that… IV.THE PROBLEMS raised in the article. The author’s treatment of the problems. - The author raises the problem of … - Saying all these the author raises the problem … - The problem raised by the author is very serious / acute, pressing… V. COMMENTS (your treatment of the problem). - I agree with the author here… - I disagree with the author and I’d like to reason it… - In my commentary I’d like to dwell on …/ point out, emphasize, outline, analyze… VI. CONCLUSION (your opinion of the article). - In conclusion I’d like to say… - I found the article up-to-date / urgent, topical, dull, of no value, of no importance… - The article turned out to be very informative…

Вариант 5 Задание I. I. Read the text and answer the question in written form, using the vocabulary list. What facts are most Americans troubled by? 1. 2. 3. 4. 5. 6. 7.

Vocabulary list: ethnic background – этническое происхождение ancestry (n) –предки affiliation (n) – присоединение decent (a) – минимальный starvation (n) – голод adjust (v) – поправлять minority (n) – меньшинство Prosperity and Poverty

1. Describing America and American society by race and ethnic background, ancestry, and religious affiliation gives fundamental information about the United States today. Other basic information is concerned with economic factors. What does the average American earn and how is income distributed? Also important is where Americans live. How many live in urban and how many in rural areas? What are the largest cities? 2. Approximately 100 years ago the United States overtook Great Britain to become the richest nation in the world. Since then, whether measured by average income or by gross national product (GNP), the U.S. has remained among the wealthiest nations. In 1985, for example, the median family income of all Americans was about $27,700. In other words, one half of all families earned more than this amount each year, and one half less. What this means is that, as a whole, the American people are a very prosperous nation. Nonetheless, Americans are very concerned with that percentage of their countrymen who fall below what they consider “a descent standard of living”. This is not starvation: it is being poor in relation to the rest of the

nation. Most Americans are troubled by the fact that some social, ethnic, and racial groups show a disproportionate number of people living below the official poverty level. 3. The “official poverty level” is set by the federal government and adjusted from time to time. This is interpreted as the stage at which a decent standard of living can no longer be expected. In 1985, for example, the official poverty level for a four-person family was $10, 989 per year. This amount refers to earned income only. It should be noted that this poverty figure does not already include any welfare benefits, housing support, aid to children, food stamps, Medicaid, or other help from federal and state programs. Nor does it include the free school breakfast and lunch programs or the surplus food program which distribute food free of charge to the poor. 4. Among the areas with many people below the poverty level is Appalachia, that mountain region which includes parts of such states as West Virginia, North Carolina, and Tennessee. Thousands of people there need better housing, medical treatment, and other services. Much poverty also exists among minority groups. The average incomes of American Indians, blacks, and Hispanics continue, as a whole, to be lower than those of whites. II. Rewrite the following words, find their derivatives from the text and translate them. Model: 1. minor – minority (меньшинство) 1. 2. 3. 4. 5.

minor country starve proportion prosper

III. Choose and write down words with opposite meaning: Model: Rich – poor, … Rich, income, spend, prosperity, urban, earn, poverty, rural,

poor, expenditure. IV. Match the following words with their definitions: Model: 1. income - i) money received in return for work 1. income 2. approximately 3. 4. 5. 6. 7.

median treatment society prosperous include

8. surplus 9. figure 10. distribute

a) a symbol that represents a number b) an amount beyond what is needed c) people d) almost accurate or exact e) to contain f) to divide among many g)something that is halfway between two different parts h) medical care i) money received in return for work j) successful

V. Read these sentences and arrange them according to the logic of the text. 1. People living below the poverty level become aware of better housing, medical care and other help. 2. Americans are a prosperous nation in whole, but there are some ethnic and social minorities that stand in need of state support. 3. The average income depends on place of residence: urban or rural. 4. The federal government sets the official poverty level. 5. A century ago Great Britain was the richest country according to the gross national product. VI. Rewrite and translate passage 2 in written form.

Задание II. I. Read the text and answer the question in written form, using the vocabulary list. What factors influence juvenile criminality today? 1. 2. 3. 4. 5. 6. 7. 8.

Vocabulary list: juvenile crime – подростковая преступность drug abuse – зависимость от наркотиков survey – исследование standards of upbringing – нормы воспитания family background – происхождение the handling of cases – ведение дел minor offences –незначительные преступления offences of a grosser nature – преступления серьёзного характера Family Background

1. The commonest way of attempting to explain juvenile crime is by looking to family background for the causes of young person’s criminality. A great deal of interest has been made to focus, not least, on the social status of parents as evidenced by occupation, education, income etc. The great majority of studies, both Swedish and international, show that there are connections between family social status, e.g. parental social class, and children’s criminality. This connection, however, is a relatively weak one, and there are some indications that social status does less to influence juvenile criminality today than it did, for example, shortly after the Second World War. 2. The connection with parental social status is consistently weaker for self-declared criminality than for recorded criminality. This may be because the risk of discovery and also the handling of cases by the authorities vary as between children from different social classes. A likelier explanation, however, is that self-declaratory studies reveal a greater number

of minor offences, while recorded criminality is of a grosser nature. Other factors, such as parental criminality, parental drug abuse, mental problems and broken families, appear as a general rule to have more influence than social status in determining whether or not young persons turn to crime. 3. One factor which appears to be more closely connected with juvenile crime than any of those mentioned previously is the way in which young persons have been brought up. The absence of clear standards of upbringing, whether reflected by lack of norms or an unstable code of norms, presents what in this type of survey is an unusually close connection with juvenile criminality. The strictness of norms, on the other hand, does not appear to be very important. II. а) Read the following sentences and point out the numbers of the sentences which correspond to the content of the text. b) Correct sentences with the wrong information and rewrite. 1. Family background is an important factor of children’s criminality. 2. The connection between family social status and juvenile delinquency is rather strong. 3. Whether or not young persons turn to crime depend on parental criminality, drug abuse, mental problems and divorced parents. 4. Proper upbringing prevents young people from unstable code of norms. 5. Strictness of norms for children appears to be a major factor of upbringing. III. Arrange the factors which influence the growth of juvenile crime, using the information from the text in grosser nature. Model: 1. parental drug abuse 2. parental occupation, education, income 3. upbringing

4. social status 5. minor offences 6. mental problems 7. offences of a grosser nature 8. broken families 9. strictness of norms 10. family background IV. Entitle each paragraph of the text using the given headings: 1. The connection of parental social status with children’s criminality. 2. Surveys of family background. 3. The commonest factors of juvenile crime. 4. Standards of upbringing. V. Rewrite and translate passage 2 in written form. VI. Clichés for rendering of the article: I. INTRODUCTION The headline of the article - The article I’ve read (looked through) is headlined …(is entitled…, is called…) - The article under rendering is entitled… - The article is headlined… II. GIST (the main idea of the article) - The article is devoted to …, is about…, is concerned… - The article deals with …, touches upon …, concerns… - The main idea of the article is… III. SUMMARY (the contents of the article) - The story opens with… - In the introduction to the article the author mentions… - The author believes, depicts, dwells on, touches on, explains, considers, analyses, comments on, points out, enumerates, makes a few critical remarks on, accuses, exposes. - The article goes on to say that…

- According to the article... - The story ends with… - Finally, the author concludes that… IV.THE PROBLEMS raised in the article. The author’s treatment of the problems. - The author raises the problem of … - Saying all these the author raises the problem … - The problem raised by the author is very serious / acute, pressing… V. COMMENTS (your treatment of the problem). - I agree with the author here… - I disagree with the author and I’d like to reason it… - In my commentary I’d like to dwell on …/ point out, emphasize, outline, analyze… VI. CONCLUSION (your opinion of the article). - In conclusion I’d like to say… - I found the article up-to-date / urgent, topical, dull, of no value, of no importance… - The article turned out to be very informative…

PART II Additional Texts for Reading Text I 1. Read the title and sub-heading of the text. What do you think the main idea of the text will be? Write down the correct letter. a) Geniuses are born with a special talent that other people don’t have. b) Geniuses achieve success though hard work rather than a special talent. II. Read the text and answer the question in written form: 1. What do Dineshi, the Yusof children and Mozart have in common? 2. Who is Professor Howe? 3. What does the example of Billy Sidis show about genius? 4. Is this statement true or false according to the text? “Anyone can be a genius if he or she works hard enough”. What is your opinion? THE SECRET OF GENIUS For years people have said that geniuses are born with a special talent. New Research challenges that view. 1. She looks like any other little girl in her first year at school: a smart uniform, a happy smile and a bag of books. But Dineshi, a five-year-old from west London is so clever that she seems almost unreal. With an IQ of 160, Dineshi knew the alphabet, the days of the week and the months of the year when she was one and a half. She started reading just before her second birthday and writing just after it. “When she was a baby, I realized she was exceptionally bright,” says Dineshi's mother, “so I tried to provide an environment to help her develop intellectually. I started giving her lessons and she enjoyed them.”

2. Mr. and Mrs. Yusof from Coventry know all about creating an environment that encourages intellectual development. Mr. Yusof gave up his job to educate their children at home. They were encouraged to read books from an early age and they watch television only occasionally, usually for “educational” programs. Sufiah, the eldest daughter, went to university when she was 13. Her brother started his university studies at 12. Their mother said: “You must have the correct environment - the schooling, the family, the support, they must all come together.” 3. By comparison with others, such children seem incredibly intelligent. But according to Professor Michael Howe, a psychologist at Exeter University, they do not have an inborn superhuman talent. Their remarkable achievements are the result of practice, persistence, and an encouraging environment. Would these children have achieved so much if their parents hadn't given them so much attention? Professor Howe doesn't think so. The case of Wolfgang Amadeus Mozart seems to support Professor Howe's theory. Mozart was composing music by the age of five, and at six or seven he was giving professional concerts around Europe. Most people believe this was the result of inborn genius. But Professor Howe claims that Mozart's childhood compositions are largely arrangements of other composers' work. Most importantly, according to Professor Howe, his father was an extremely ambitious music teacher who made his son practice more than three hours a day. By the time he was six, he had probably spent 3,500 hours studying music. 4. Are geniuses happy? As a child in the early 1900s, Billy Sidis was described as “the most remarkable boy in the United States”. Brilliant at languages, he taught himself Latin at four and could read and speak eight languages when he was six. At eleven, he gave a lecture to the University of Harvard Mathematical Club. He was a genius until everything, began to go wrong. His parents had pushed him to develop his exceptional intelligence, but had totally neglected other

important skills. For example, Sidis did not know how to dress himself properly even by the time he was an adolescent. Finally, he suffered a breakdown. There are plenty of people who have high IQs but never achieve anything great. 5. They are bright, but they lack the drive to get on: motivation. Thomas Edison, the inventor of electric light, said genius was 99% perspiration, 1% inspiration. According to Professor Howe, we should all be able to excel if we try hard enough. The following anecdote illustrates his point. A famous golf champion had produced some amazingly good shots. “I wish I had been as lucky as you were,” said one of his opponents at the end of the day. “It's funny,” said the golf champion, “the harder I practice, the luckier I get.” Notes: 1. I.Q. - intelligence quotient - уровень интеллекта 2. persistence - настойчивость III. Write out at least 10 personality adjectives that describe a genius. Discuss with your partner and prove that they really suit for a genius. 1. happy 11. persistent 2. strong 12. relaxed 3. clever 13. ambitious 4. pleasant 14. unstable 5. bright 15. skillful 6. unreliable 16. anxious 7. encouraged 17. motivated 8. depressed 18. weak 9. remarkable 19. lucky 10. lazy 20. humble IV. a). Read the article again and decide if the statements below are true (T), false (F) or there is no information (NI). b). Correct the false ones in written form. 1. Dineshi had an IQ of 160 when he was 10.

2. The Yusofs think that the correct schooling, the family and the support help to become a genius. 3. Most people believe that incredible abilities are inborn. 4. Professor Howe, a psychologist at Exeter, believes that Mozart was insane. 5. It took many years for Thomas Edison to develop a light bulb, with actually worked. 6. High IQs does not mean a great success in life. V. Read the text again carefully paragraph by paragraph and answer these questions in written form. 1. When did Dineshi start to write? 2. What does environment mean in lines 15, 20 and 31? 3. According to Professor Howe, why are Dineshi and the Yusof children geniuses? 4. How does the case of Mozart support professor Howe’s ideas? 5. Why did Billy Sidis suffer a breakdown? 6. What is Thomas Edison’s opinion about genius? VI. Discuss the secrets of genius with your groupmates. 1. Whom do you consider a real genius? Why? 2. Is it possible to bring up a genius? Text II I. You are going to read about a contemporary English poet. Before you do so, think about your country’s most famous poet. Answer the questions in written form. 1. Is he / she living or dead? 2. What is he /she particularly famous for? 3. What kind of life does / did he / she lead? 4. What is his / her public image? 5. What subjects are his / her poems about? A RICH MAN IN HIS GARDEN 1. James Fenton gave a poetry reading last year. He started with “Out of the East”, the epic poem that opens Part 2

of his new collection Out of Danger. Much of what Fenton had experienced as a journalist in Indo-China is infused into the poem like a bloodstain. “It's a far cry. / It's a war cry. / Cry for the war that can do this thing,” Fenton read - or rather sang. It was not just what he read, it was how he read it. Fenton punched the air, spoke his lines as if they were burning his mouth, and pranced around dramatically. It was the most electrifying stage performance I've ever seen - and it was just a poetry reading. 2. “James,” says Christopher Reid, poetry editor at Faber and Faber, “is the nearest thing we have to a rap artist. When he reads, he doesn't mumble in the way we university poets are meant to.” 3. But James Fenton is not how poets are meant to be. Poets are not meant to be rich. They are meant to be wild, drunk, aesthetically penniless. Fenton, described as “the most talented poet of his generation” a decade ago, defies this cliché. He is very rich, though his wealth has little to do with his verse. Fenton is rich because of a musical. When he was fired as librettist of the musical Les Miserables 1985, it was thought only fair that he should gain some reward for the work he had already done. His agent negotiated a percentage. Given that Les Miserables has played all around the globe, this must amount to a very large sum of money indeed. 4. On the proceeds, Fenton has bought property. He owns a flat near the Adelphl Theatre in London and a farm four miles outside Oxford. The money has also brought him independence. “When I work now,” he says, “it is only because I want to.” It's been a long wait since Fenton's last volume. The Memory of War and Children in Exile was published in 1983. Acclaim for the book was led by another poet, Peter Porter; his view of Fenton hasn't changed. “He is a spasmodic poet, but also very popular- it's the way he writes, with a mixture of poetic language and real directness. But the important thing about him is that he doesn't indulge himself in poetry every morning. He's devoted to the outside world.”

5. In the Seventies, this devotion took Fenton to most points east - Vietnam, Cambodia and in 1986 to the Philippines, where he became Far East correspondent for a newspaper. In the late Eighties, he bought a prawn farm with a group of friends out there, and spent a lot of time in the remote countryside. He settled down to write many of the poems collected in Out of Danger. 6. Fans will not be disappointed. The qualities of the last volume – narrative skill, wit, a taste for fantasy - are on display in abundance. There's also a new tone, a new preoccupation. At least five of the poems are achingly tender love lyrics. Presumably these are addressed to someone? 7. “I wouldn't presume anything,” Fenton answers briskly. “The point is, with a lyric, you have to write about what you are feeling, but also about what one generally feels in such situations. That's what makes the poem, not a particular person. So I wouldn't presume anything at all if I were you.” 8. Fenton was born in 1949, the son of a theologian. His interest in English literature began only when he took his school-leaving exams. He had written to W. H. Auden, and the poet visited the school. “He talked to us and we were absolutely tongue-tied,” says Fenton. “He was particularly nice to me.” Auden's influence was decisive. When Fenton went up to Oxford to read English, Auden would take him out to lunch. 9. After Oxford, Fenton considered journalism. He wrote to every newspaper north of Birmingham, but no job was forthcoming. The poet Anthony Thwaite, then literary editor of the New Statesman, came to the rescue. Fenton had been doing monthly book reviews for him: when Thwaite needed an assistant, Fenton got the job. 10. His first volume of poetry was published in 1972. “The book was well-received,” says Fenton, “and I was convinced that I wanted to be a poet. But the point was: how to live as poet? I didn't want to live off poetry and I didn't want to be a literary journalist. If all you worked on was books, and you

wanted to write them, I figured you'd end up constantly referring to your own reading.” 11. The book won an award and he used the money to go to Vietnam. Why Indochina? “I knew l wanted to travel, either to Africa or Indo-China.” Hisaccount of his trips to Vietnam just after the US had pulled out, and of the fall of Saigon, remain one of the great pieces of modem reportage. 12. Currently, he is a poet-landowner. On returning to England, he felt he had to be near Oxford. So he bought the farm, restored the house, created the library and set to work on a design for the garden. The result is a vegetable plot of geometrical orderliness, a rose garden, flowerbeds and a wide, carefully tended lawn. But it's a far cry from the East - and it's hard to believe Fenton is going to stick around. “Well,” he says, “it does fulfill the ideals I set myself when I started this. I thought 1 was going to buy a house but it was the garden that was what I wanted to do next. It's a way of saying: I'm going to be here for a long time.” II. a). Below is a list of events from the life of the poet and journalist James Fenton. Read the article, underlining key dates and place name as you read, and write when each event happened on the left. Date last year ………… ………… ………… …………. …………. after school ………….

Event gave a reading from his new poetry collection lost job as librettist an musical Les Miserables published Memory of War became Far East correspondent in the Philippines bought a farm in Philippines with some friends; started to write Out of Danger was born studied at Oxford University published first volume of poetry, which won

………….

an award lives on farm near Oxford

b). The article is a biographical account of Fenton’s career, but events are not related in chronological order. At what point in time does it begin and end? Why is this? III. Read the article again and answer the multiple choice questions that follow. Choose the best option (A,B,C or D) according to the information in the text. 1. Fenton’s public readings are unusual because of the A. quality of the poetry. B. personal reminiscence. C. passionate delivery. D. feeling for the audience. 2. Fenton’s involvement in Les Miserables A. continued until the first performance. B. brought professional praise. C. has made him famous all round the world. D. was well-rewarded. 3. Peter Porter attributes Fenton’s success to A. his choice of themes familiar to his readers. B. his involvement to real issues. C. his commitment to poetic language. D. his international themes. 4. When asked whom he wrote the love poems in Out of Danger for, Fenton is A. evasive. B. convincing. C. contradictory. D. irritated.

5. After University, Fenton got a job as Anthony Thwaite’s assistant because A. he knew a number of poets. B. his poetry has impressed Thwaite. C. he already had some journalistic experience. D. Auden had advised him to apply. 6. Fenton decided not to pursue a career as a literary journalist because he A. anticipated more success as a poet. B. thought poetry would provide sufficient income. C. wanted to write in a non-literary area. D. felt it would limit his potential experiences. 7. How does the writer of the article react to Fenton’s home? A. He accepts Fenton’s view of it. B. He doubts if Fenton is truly settled. C. He is critical of the design. D. He is envious of what he sees. IV. Discuss these questions: 1. What impression do you get of J. Fenton as a person from the article? 2. In what ways does or doesn’t he confirm to the typical image of a poet? 3. Do you think J. Fenton was born with a special talent that other people don’t have? 4. Did J. Fenton achieve success through hardworking rather than a special talent or both? Text III I. Read the article: “WHO WANTS TO BE A MILLIONAIRE? I DON’T,” says Charles Gray 1. Sixteen years ago Charles was a college professor with a huge six-bedroom house and a fortune of $2 million. Today he lives in a small caravan where there is only second-hand

furniture. There are certainly no signs that Charles was a rich man! There is a small garden outside with a few fruit trees. Charles grows some vegetables and a few flowers. He gets his clothes and a lot of other things from charity shops. 2. But this change is not a tragedy. Charles was happy to give up lifestyle of a rich man. He was tired of being a person who had everything in a world where many people having nothing. He made the choice to give all his money away. And this, he says, has brought him happiness. 3. “A few years ago,” says Charles, “I was a millionaire, but I knew there were a lot of hungry people in the world”. So he gave away all his money to charities. When he had two thousand dollars left, he gave away small banknotes in the streets of local poor areas. Did he feel like Father Christmas? “It was a lot of fun”, says Charles. 4. Charles believes that many people want to earn a lot of money, so that they will not have any worries. However, most people never make much money. Charles Gray decided to drop out and has discovered that having only a little money makes you free. Are there any things he misses? ”No, I’m much happier now. I wouldn’t go back to being rich for anything – no way”. II. a). Read the article again and decide if the statements below are true (T), false (F) or there is no information (NI). b). Correct the false ones in written form. 1. Charles Gray was a rich businessman. 2. He hasn’t a TV in his caravan. 3. He has a vegetable garden. 4. Charles gave his money away to poor people. 5. People thought he was crazy when he gave away small banknotes in the street. 6. He was happier when he was rich. III. Match the verbs from the text with correct meanings: 1. to give away a) to return

2. to drop out 3. to give up 4. to go back

b) to stop doing something c) to change or leave lifestyle d) to give someone something you don’t need

IV. Interview Charles Gray for you newspaper “Charity”: 1. Mr. Gray, there are certainly no signs that you were a rich man several years ago. What was your profession before? How did you manage to make a fortune? Answer: 2. Mr. Gray, was the change of your lifestyle a tragedy for you or for your family? Answer: 3. There is a small garden outside. Does that mean that you are a vegetarian? Answer: 4. Mr. Gray, what…? Answer: 5. Did you…? Answer: 6. Why did you …? Answer: 7. What did you…? Answer: 8. Are there…? Answer: 9. …? Answer: 10. …? Answer: Thank you very much, Mr. Gray. V. Discuss these questions: 1. Would you like to be a millionaire? Why or why not? 2. What do you think bring happiness? 3. What makes people feel free?

Text IV 1. What do the words “Romeo and Juliet” mean to you? Write notes of as many things as you can think of. Remember to write only the key words. EXAMPLE: unhappy love story play II. Read the text and answer the question in written form: What is “Juliet Club”? THE JULIET ADVICE LINE 1. In a tiny room in the heart of Verona, Italy, a sixtyyear-old man writes letters. He gets – answers! – over 3,000 letters every year. He is Guilio Tamassia is the president of the Juliet Club. Heartbroken man and women from around the world write to him for comfort and advice. 2. The Club started when, in 1937, an Englishman wrote a letter to “Juliet, Verona”. The guardian of Juliet’s tomb decided to write back pretending to be dead girl’s secretary. “Juliet” has been mending broken hearts ever since! Tamassia has some helpers. If he didn’t it wouldn’t be possible to answer so many letters. His daughter, Giovanna, is his right hand. She speaks English very well and helps her father answer the many letters people write in English. Often, however, people write in their own language. Then, the club has to find someone to translate them. “If in the future we get a letter in Chinese, we’ll get it translated”, he says. “It might take time but we’ll do it. And we reply, even if it’s only a postcard. If we didn’t answer, the writer would be very disappointed.” 3. Some letters are simple. Many are from young people who just cannot find their Romeo or Juliet; others are from teenagers who find it difficult to talk to their friends and parents. Some teenagers write things like: “If my parents knew about my boyfriend, they’d be very angry.” The team always think about their answers carefully and try to give good advice. They put themselves in the writer’s position and, in certain

cases, write something like, “I would talk openly to about the problem if I were you.” 4. “It’s nice to be able to say; if you do this , everything will be OK,” says Giovanna. “But things aren’t always as simple as that.” If they feel they can’t answer a particularly difficult letter, they ask a psychologist friend for help. 5. Postage stamps for over 3,000 letters are not cheap! Tamassia pays for them partly out of his own pocket but he also gets help from the city council. “If they didn’t help, we just wouldn’t be able to keep the club going,” says Tamassia. And that would be a pity. The course of true love isn’t always smooth. When it isn’t, the Juliet club is there to help. III. Read the article again and write out the alternative that completes each of these sentences. EXAMPLE: 1. from many different countries. 1. 2. 3. 4. 5. 6. 7.

The writes are mainly Italian / all British / from many different countries. Tamassia answers the letters alone / with Juliet’s help/ with a team of helpers. All/ Some / lots / A few of the letters are in English. They sometimes / always / often / answer the letters. Many people write because their loved ones live far away / they would like a boy/girlfriend / they want to meet Juliet. The answers are always easy / rarely helpful/ different in each case. The expenses are all paid by Tamassia / all paid by / the council / paid by both the council and Tamassia.

IV. Try to explain in written form what the writer means by these expressions. 1. His daughter, Giovanna, is his right hand. 2. “Juliet has been mending broken hearts ever since. 3. The course of true love isn’t always smooth.

V. Discuss these questions: 1. Have you found your Romeo or Juliet? 2. Do you find it difficult to talk to your friends or parents? 3. If your problem seemed difficult for you to be solved, would you consult a psychologist? 4. If you or some of your friends were heartbroken would you write to Juliet for comfort and advice? 5. Write a letter to Juliet she will help to mend your broken hearts. Text V I. Read the text and answer the question in written form: What are the essential characteristics of a quarrel? (According to the author) QUARRELLING 1. Great emotional and intellectual resources are demanded in quarrels; stamina helps, as does a capacity for obsession. But no one is born a good quarreler; the craft must be learned. 2. There are two generally recognized apprenticeships. First, and universally preferred, is a long childhood spent in the company of fractious siblings. Alter several years of rainy afternoons, brothers and sisters develop a sure feel for the tactics of attrition and the niceties of strategy so necessary in first-rate quarrelling. 3. The only child, or the child of peaceful or repressed households, is likely to grow up failing to understand that quarrels, unlike arguments, are not about anything, least of all the pursuit of truth. The apparent subject of a quarrel is a mere pretext; the real business is the quarrel itself. 4. Essentially, adversaries in a quarrel are out to establish or rescue their dignity. 5. Hence the elementary principle: anything may be said. The unschooled, probably no less quarrelsome by inclination than anyone else, may spend an hour with knocking heart, sifting the consequences of calling this old acquaintance a lying

fraud. Too late! With a cheerful wave the old acquaintance has left the room. 6. Those who miss their first apprenticeship may care to enroll in the second, the bad marriage. This can be perilous for the neophyte; the mutual intimacy of spouses makes them at once more vulnerable and more dangerous in attack. Once sex is involved, the stakes are higher all round. And there is an unspoken rule that those who love, or have loved, one another are granted a license for unlimited beastliness such as is denied to mere sworn enemies. For all that, some of our most tenacious black bell quarrellers have come to it late in life and mastered every throw from the Crushing Silence to the Gloating Apology, in less than ten years of marriage. 7. A quarrel may last years. Among brooding types with time on their hands, like writers, half a lifetime is not uncommon. In its most refined form, a quarrel may consist of the participants not talking to each other. They will need to scheme laboriously to appear in public together to register their silence. 8. Brief, violent quarrels are also known as rows. In all cases the essential ingredient remains the same; the original cause must be forgotten as soon as possible. From here on, dignity, pride, self-esteem, honour are the crucial issues, which is why quarrelling, like jealousy, is an all-consuming business, virtually a profession. For the quarreller’s very self-hood is on the line. To lose an argument is a brief disappointment, much like losing a game of tennis; but to be crushed in a quarrel… rather bite off your tongue and spread it at your opponent’s feet. Notes: 1. apprenticeship – ученичество, школа 2. fractious siblings – раздражительные братья и сёстры 3. adversary – противник 4. perilous – опасный 5. tenacious – настойчивый 6. obsession - одержимость

7. stamina – выдержка 8. dignity – достоинство 9. fraud – обманщик 10. brood – потомство 11. gloating - злорадный II. Read the article and choose the answer which you think fits best. 1. Unschooled quarrelers are said to be at a disadvantage because a) their insults fail to offend their opponent. b) they reveal their nervousness to their opponent. c) they suffer from remorse for what they’ve said. d) they are apprehensive about speaking their minds. 2. According to the writer, quarrels between married couples may be a) physically violent. b) extremely bitter. c) essentially trivial. d) sincerely regretted. 3. When quarreling, both children and married couples may, according to the writer, a). be particularly brutal. b) use politeness as a weapon. c) employ skilful maneuvers. d) exaggerate their feelings. 4. The difference between a quarrel and an argument is said to be that a). the former involves individual egos. b) the former concerns strong points of view. c) the latter has well-established rules. d) the latter concerns trivial issues. 5. In the passage as a whole, the writer treats quarreling as if it were a). a military campaign. b) a social skill.

c) a moral evil. d) a natural gift. III. Look at paragraphs 2-5 and write out the mean the same as: a) bad-tempered (2) b) brothers and sisters (2) c) process of tiring or weakening (2) d) excuse (3) e) temperament (4) f) examining closely (4) g) novice / beginner (5) h) husbands and wives (5) i) risks (5) j) persistent (5)

words which …………. …………. …………. ………….. ………….. ………….. ………….. ………….. ………….. …………..

IV. Discuss the problems of quarrelling using the phrases: 1. I think that no one is … 2. It seems to me that… 3. I don’t agree that… 4. It is possible not to quarrel if… 5. Actually the real business is… Text VI I. Read the title of the article and the first paragraph. Try to answer the question in the title in written form. Make a short list of things that you most regret. WHAT DO PEOPLE MOST REGRET? THE PATHS THEY FAILED TO TAKE 1. When people sit back and take stock of their lives, do they regret the things that failed, such as a romance that foundered, the wrong career path chosen, bad grades in school? Or do they most regret what they failed to try? 2. A small but growing body of research points to inaction — failing to seize the day — as the leading cause of regret in

people's lives over the long term. These findings are painting a new portrait of regret, an emotion proving to be far more complex than once thought. 3. Regret is a “more or less painful emotional state of feeling sorry for misfortunes, limitations, losses, transgressions, shortcomings or mistakes,” says University of Michigan psychologist Janet Landman, author of several studies and a book on regret. 4. “As a culture, we are so afraid of regret, so allergic to it, often we don't even want to talk about it,” Landman says. “The fear is that it will pull us down the slippery slope of depression and despair.” 5. But psychologists say that regret is an inevitable fact of life. 6. “In today's world, in which people arguably exercise more choice than ever before in human history, it is exceedingly difficult to choose so consistently well that regret is avoided entirely,” say Cornell University psychologists Thomas Gilovich and Victoria Medvec. 7. Regret involves two distinct types of emotion, what psychologists call “hot” and “wistful”. Hot regret is quick anger felt after discovering that you have made a mistake, like denting your car, accidentally dropping a prized vase and seeing it smash into a thousand pieces, or buying a share that suddenly plummets in price. This is when you want to kick yourself, and it is associated with a short-term perspective. 8. Wistful regret, on the other hand comes from having a longer-range perspective. It is a bittersweet feeling that life might have been better of different if only certain actions had been taken. Typically, it means something that people should have done but didn't do. That might mean having the courage to follow a different career, gambling on starting a new business or pursuing what appears to be a risky romance. 9. Psychologists have focused on hot regret as the type most common to people's experience. But a growing body of

research suggests that wistful regret may figure more prominently in people's lives over the long term. 10. Asked to describe their biggest regrets, participants most often cited things they failed to do. People said such things as, “I wish I had been more serious in college,” “I regret that I never pursued my interest in dance,” “I should have spent more time with my children.” 11. In a study of 77 participants, the researchers found that failure to seize the moment was cited by a 2 to 1 ratio over other types of regret. 12. The group, which included retired professors, nursinghome residents, undergraduates and staff members at Cornell University, listed more than 200 missed educational opportunities, romances and career paths, as well as failing to spend more time with relatives, pursue a special interest or take a chance. 13. “As troubling as regrettable actions might be initially, when people look back on their lives, it seems to be their regrettable failures to act that stand out and cause most grief.” Gilovich and Medvec conclude. 14. Studies suggest that regrets about education are overwhelmingly the biggest. “Not getting enough education, or not taking it seriously enough, is a common regret even among highly educated people,” says Janet Landman. 15. Tied for a distant second place are regrets about work or love. People talk about having gotten into the wrong occupation, marrying too young, or that they wish their parents had never divorced, or there were fewer conflicts in their family, or that their children had turned out better. 16. Many people also express regrets about themselves. They may wish they had been more disciplined or more assertive or had taken more risks. The best example of this kind of regret is the lament of one of Woody Allen's characters, "I have only one regret, and that is that I am not someone else 17. What people don't regret, however, are events that seem to be beyond their control. Person responsibility is central

to the experience of regret, according to Gilovich and Medvec. “People might bemoan or curse their bad fate, but they rarely regret it in the sense that the term is typically understood.” 18. Their studies found that older people expressed slightly more regrets than did young people. There is no solid evidence that regret increases as life goes on but regrets are likely to change throughout life. 19. For example, according to Janet Landman young women are more likely to report family oriented regrets than young men. But by middle age men arc more likely than women to regret not spending enough time with their families. 20. And what do middle-aged women regret? Marring too early and not getting enough education. II. Read the rest of the text and answer these questions. 1. What two types of regret have psychologist identified? How are they different? 2. Which type is more important in people’s lives? 3. What do people express most regret about? 4. What do people not regret? III. Discuss these questions: a). Ask your groupmates, your friends, your parents what they most regret. b). Make a list of things that these people most regret: My groupmates: My friends: My parents: