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- •СОдержание
- •Введение
- •Unit 1. Family life. Text 1. About myself and my family
- •Vocabulary to remember
- •Practice:
- •1. Read the text ‘About Myself and My Family’ and answer the questions.
- •2. Read the dialogues in pairs.
- •3. Work in pairs.
- •4. Speak about your own family. The following questions will help you.
- •Text 2. Family problems
- •Practice:
- •Practice:
- •1. Talking points:
- •2. Indicate one of the meanings in which the given word is used in the Text.
- •3. Choose the synonyms from the right column to the phrases given in the left one.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. University education
- •In great britain: “oxbridge”
- •Cambridge
- •Practice:
- •1. Write a word to each definition:
- •2. Correct the following sentences beginning with: “I am afraid that is wrong” or “That is not true to the fact”.
- •3. Consider the following statements.
- •5. Discuss pros and cons of the fact that some people think that Oxford and Cambridge Universities are too old-fashioned, traditional, and elitist.
- •Unit 3. English-speaking countries text 1. Great Britain
- •Practice:
- •1. Choose the Russian equivalents from the right column to the following English words and phrases.
- •2. Put in the words omitted in the following; the sentences are all in the piece you have just read.
- •3. Finish up the sentence of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. The usa
- •Practice:
- •1. Indicate one of the meanings in which the given word is used in the Text. The paragraph number is given in brackets.
- •2. Choose the synonyms from the right column to the phrases given in the left one.
- •3. Finish up the sentences of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •5. Reproduce the topic “The United States of America” in English according to the plan made up.
- •6. Make up the presentation of culture, geography or history facts of the usa. Use different sources of information. Unit 4. Language in our life text 1. Learning foreign languages
- •Practice:
- •3. Read the text ‘Learning Foreign Languages’ and answer the questions:
- •Text 2. English around the world
- •Practice:
- •Identify the key-words concerning the functions of the English language and write them out.
- •Unit 5. Ecological problems. Text 1. The problem of environmental protection
- •Practice:
- •2. Match all the possible pairs and give the proper translation of the word combinations:
- •3. Write a word to each definition:
- •4. Write an essay or make up the report (or presentation) on the most important ecological risks for today’s life. Use different sources of information. Text 2. Once again about ozone holes
- •Practice:
- •1. Suggest Russian translation for:
- •2. Give the English equivalents for the following phrases. Consult the text.
- •3. A) Give synonyms for the following words:
- •4. Answer the following questions:
- •6. Agree or disagree with the following statements. Begin you answer with:
- •Unit 6. Youth’s world. Text 1. The problems of youth.
- •Practice:
- •2. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •Text 2. The younger generation knows best
- •Practice:
- •3. Read the text once again and point out the statements you completely agree or disagree. Put them in the table. Give your arguments.
- •5. Translate the quotations. Try to explain these sayings. Describe the situation where you can use these proverbs or write the essay.
- •Unit 7. Science in our life. Text 1. The progress of science
- •Practice:
- •1. Answer the questions:
- •2. Read the text and find the derivatives from the following worlds. Define what parts of speech they are. Translate them into Russian:
- •3. Use the English equivalents for the words and phrases in brackets.
- •4. Complete the following sentences. Use the vocabulary of the text.
- •5. Find in the text the English equivalents for the following Russian phrases:
- •6. Use the key phrases given below to retell the text:
- •7. Guess the things which we use in our everyday life.
- •8. Discuss in your groups the main advantages and disadvantages of television, write them in two columns on your paper and express your own opinion.
- •Text 2. Inventors and their inventions
- •Practice:
- •1. Find the names of the inventors who gave their names to the things they created using different sources of information. Put them down in the table.
- •2. Find in the text the famous words of Edison proving his idea of a genius. Do you agree with him ?
- •5. Make a list of the Seven Wonders of the 20th century. Write them in the order of their importance.
- •Getting a job
- •Moving up
- •Leaving the company
- •Hard times
- •Happier times
- •Practice:
- •1. Write a single word synonym for each of these words/phrases.
- •3. Complete these sentences with a suitable word or phrase.
- •How to succeed at interviews
- •Practice:
- •2. What factors do you think a job applicant should keep in mind when being interviewed?
- •Unit 9. Youth rights and duties. Text 1. Human rights.
- •Practice:
- •1. Answer the following questions:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Problem discussion “Violence is always wrong”.
- •3. Translate the quotations. Find Russian equivalents and try to explain these sayings. Describe the situation where you can use these proverbs or write the essay. Give as many arguments as possible.
- •Text 2. Youth rights movement
- •Organizations in Europe
- •Organizations in the United States
- •Practice:
- •Unit 10. Healthy way of life. Text 1. New anti-drugs campaign for young people
- •Drug facts
- •Practice:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Test yourself “How much do you know about drug addiction”?
- •Vocabulary you may need:
- •4. Make a survey on the situation on the drug problem in your educational establishment, your native city. Report in class about its results.
- •Practice:
- •2. Organize a group discussion. On the following problems:
- •3. Below you have some of the amazing achievements of modern technology. Match the names on the left with the definitions on the right.
- •4. Think of the benefit and harm of these or other inventions widely applied in today’s life. Put your results into the table “Benefit/Harm”
- •5. Take the Quiz. This test will only be scored correctly if you answer each one of the questions.
- •Screening test scoring ranges:
- •80 To 100, Significantly Above Average!!! unit 11. Cooperative movement. Text 1. Role and contribution of the cooperative movement in today’s world
- •Practice:
- •2. Match the pairs:
- •4. Read the sentences and tick () the statements which are true to the text. Correct the false statements.
- •5. Choose one of the following topics and prepare a report on it:
- •Text 2. From the history of co-operative education
- •Practice:
- •1. Find the English equivalents in the right-hand column for the following:
- •3. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •4. Talking points:
- •Список литературы
- •Интернет-ресурсы
Organizations in Europe
The European Youth Forum is the platform of the National Youth Council and International Non-Governmental Youth Organizations in Europe. It strives for youth rights in International Institutions such as the European Union, the Council of Europe and the United Nations. The European Youth Forum works in the fields of youth policy and youth work development. It focuses its work on European youth policy matters, whilst through engagement on the global level it is enhancing the capacities of its members and promoting global interdependence. In its daily work the European Youth Forum represents the views and opinions of youth organizations in all relevant policy areas and promotes the cross-sectorial nature of youth policy towards a variety of institutional actors. The principles of equality and sustainable development are mainstreamed in the work of the European Youth Forum.
The other International youth rights organizations include Article 12 in Scotland and K.R.A.T.Z.A. in Germany. Youth for Human Rights International is an organization formed in 2001. In support of the United Nations Decade for Human Rights Education from 1995 to 2004, Youth for Human Rights International's first project was to launch a Europe-wide essay writing contest for youth between the ages of eight and eighteen, in coordination with Friends of the United Nations.
Organizations in the United States
Youth rights as a philosophy and as a movement, has been formed and is led by a variety of individuals and institutions across the United States and around the world. In the 1960s and 70s John Holt, Richard Farson, Paul Goodman and Neil Postman were regarded authors that spoke out about youth rights throughout society, including education, government, social services and popular citizenship.
The National Youth Rights Association is the primary youth rights organization for the youths in the United States, with local chapters across the country and constant media exposure. The organization known as Americans for a Society Free from Age Restrictions is also an important organization. The Global Youth Action Network engages young people around the world in advocating for youth rights, and Peacefire provides technology-specific support for youth rights activists.
Practice:
Answer the following questions and write a brief essay on one of the proposed topics for discussion:
What is the aim of youth rights movement?
What is ageism? Have you ever experienced it? When?
What are civil rights of young people?
Are there any organizations in our country protecting youth rights?
Is it necessary to protect youth rights?
Are there any obligations and duties for young people?
What are the areas of activity of International Youth Organizations all over the world?
Unit 10. Healthy way of life. Text 1. New anti-drugs campaign for young people
Active vocabulary to remember
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survey expel convince drug double admit stimulant hallucinogen LSD Pulp Fiction rebel treat dare helpline illegal increase addict the media female male |
обзор, опрос, анкетирование увеличение, рост убедить наркотик удваиваться признавать возбуждающий галлюциноген ЛСД (наркотик, вызывающий галлюцинации) «Криминальное чтиво» протестовать относиться, обращаться вызов телефон доверия незаконный выгонять, исключать привыкнуть средства массовой информации мужчина женщина |
New survey shows that Britain's drug problem is growing. The highest increase in drug use is among teenagers. How can they be convinced to stop?
Last year, a European survey showed that the number of teenagers who had tried drugs was 6 per cent in Greece, 15 per cent in France and 30 per cent in Britain.
Statistics show that drug use by British teenagers has doubled since 1989. The half of teenagers who were interviewed admitted they had tried at least one type of a drug. 70 per cent said they had been offered drugs in the past 3 months.
The drugs that the government is most worried about are stimulant drugs such as Speed and Ecstasy (or E as it is commonly known) and hallucinogenic drugs such as LSD. They are worried that many young people believe these drugs to be exciting and fashionable. They think that many of teenagers will be influenced by films such as Transporting and Pulp Fiction, which show attractive people taking drugs.
The government decided that it needed a new anti-drugs campaign. However, before it did this, it studied young people's attitudes. The survey showed that teenagers knew that drugs were bad for them but they could not actually name any health risk associated with particular drugs. It also showed that 61 per cent of teenage drug-users would consider stopping using drugs if they thought they were a serious danger to their health.
It was also understood that many teenagers ignored drugs warnings in schools because they thought they were childish. In fact, it was proved that in some cases, the reason for taking drugs was to rebel against warnings from adults.
Using the results of the survey, new campaign has been started. The new campaign hopes to treat teenagers like adults. It informs young people of the health risks associated with particular drugs. It does this with photos of teenagers. On the advertisements, the parts of their bodies, which can be damaged by drugs, are indicated by biological diagrams showing the health risks.
Many teenagers try drugs as a 'dare' to show their friends that they are not scared. Often their friends insist until the person says ‘yes’. The health authority hopes that the advertisements will help teenagers to say "no" to this and be able to have good reason to say it. In addition to posters, the health authority has also made radio advertisements and put the number of their drugs helpline (a telephone number that can be called confidentially for help) in a lot of places. The people at the helpline advise people what to do if they have a drug problem or need more information about the dangers of drugs.