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The world around me Section I Appearance and Character
IV. Read the following dialogues and make up your own using the examples
II. Put the following words in its correct place
III. Read the following dialogues and make up your own using the examples.
V. Read the following passage. Speak about the relations in your family using the active vocabulary.
III. Answer the following questions.
II. Practise the pronunciation of the international words and translate them.
III. Read and translate the following word groups:
IV. Give possible combinations of the following verbs with adverbs.
V. Complete the sentences using the word combinations of ex. 4.
VI. Choose the appropriate word from the right-hand column to complete each of the sentences.
VIII. Before reading the text (below) try to answer the following questions.
X. Form other parts of speech from the following words:
XII. Say, which of these statements are students’ rights or duties:
III. Remember the faculties of vsu.
IX. In what context are these figures mentioned in the text.
X. Match the date and the event in the history of vsu.
XI. Answer the following questions.
XII. Continue the following sentences:
XIII. Tell your group-mates about the University you study at.
XIV. Read and reproduce the following situational dialogues.
I. Read the following proper names correctly:
II. Match the country and its capital:
III. Endings –ese, - an, - ish, -I are used to form the word denoting ‘nationality’
III. Listen to the tape and do the exercises below.
V. Make up a dialogue of your own by analogy:
In great britain and in belarus great britain
II. Match the words with their definitions:
Christmas and new year in great britain
IV. Give the English equivalents for these Russian words and word combinations:
V. Insert the words in the gaps:
VI. Put in the right prepositions:
II. Match the words with their definitions:
IV. Read and translate the text. Halloween (October, 31)
V. Write down all the irregular verbs used in the text. Give all their forms.
XI. Choose one of the topics and prepare short reports.
II. Match the words with their definitions:
IV. Read and translate the text. Guy Fawkes Day (November, 5)
V. Give the English equivalents for these Russian words and word combinations:
Candles and weather (february, 2)
XII. Answer the following questions:
XIII. Agree or disagree with the following statements:
XIV Put in the right prepositions where necessary:
XV. Choose a word from the box to put into each gap:
Youth and its place in modern society
II. Read out the following words and memorize their meaning:
III. Read out these phrases several times till you remember their meaning:
IV. Read the text and get ready to speak about the problems of teenagers: generation gap
VI. Find synonyms for the words in the frame:
Youth Organizations in Belarus
II. Read out the following words and memorize their meaning:
III. Read these international words and try to guess their meaning:
IV. Read out these phrases several times till you remember their meaning:
V. Match the English words and their Russian equivalents:
VII. Match the words with the help of the preposition of:
II. Make a little speech starting with:
I. Give words or phrases (from the glossary) for the following definitions:
VIII. Do you agree with the following proverb:
Is abortion legal in your country?
I. Form the derivatives of the words given in the chart below. Use a dictionary if necessary.
I. Explain the following words:
II. Give the comparatives and the superlatives of the adjectives:
IV. Translate the word combinations:
VI. Give synonyms to the following:
II. Guess the meaning of the words and explain their meaning.
V. Match the words with their definitions.
VI. Translate from Russian into English.
I. Listen to (read) the text and say whether the statements are true or false?
III. Complete the sentences with the missing phrases.
V. Translate form Russian into English.
VII. Listen to (read) the text and say whether the statements are true or false.
VIII. Listen to (read) the text and answer the questions.
I. Read and memorize the following words.
II. Read the following international words and word combinations and try to guess their meaning.
III. Train reading the names of the chemical elements.
V. Read and translate the following word combinations.
Destruction of the tropical forest
VII. Fill in the blanks with suitable words and word combinations from the text.
VIII. Complete the sentences with the most suitable ending.
IX. Match the definitions from the list and the words from the frame below.
X. Answer the following questions.
XI. Translate the sentences from Russian into English.
VI. Listen to the recording and mark the following statements as True or False.
VII. Put the sentences into the right order:
VIII. Choose the environmental problems from the box people will face in the future.
IX. Answer the questions after listening to each paragraph:
II. What substances are vital important for living things? What food is rich in these substances?
III. Translate from Russian into English.
V. Listen to (read) the text and say whether the statements are true or false.
Technology and its impact Technical advances affecting daily life
V. Read aloud the words listed below following the teacher’s example:
VI. Read and translate the text:
VII. Make up the definition of the term ‘invention’ from the scattered words.
VIII. Choose the most suitable variant:
IX. Give three examples of accidental discoveries and three examples of induced discoveries.
IV. Read the following words correctly:
V. Choose between accident ['xksIdqnt] and incident ['InsIdqnt].
VI. A) Translate the following sentence.
VII. Read the text and name the serendipitous discoveries mentioned there.
VIII. Fill in the blanks with the verb in the right tense-form.
IX. Fill in the blanks with the right prepositions.
X. Translate the words in brackets into English.
XI. Ask special questions to the following statements.
XII. Give a brief summary of the text. Text III
I. Learn the following derivatives and fill in the blanks with the proper one:
II. Look: at, up, up to, after, for, through, forward to, out (for), down on smb;
III. Learn the following words:
IV. A) Form the nouns using proper suffixes.
X. Fill in the gaps with a suitable preposition.
XI. Translate the words in brackets from Russian into English and read the whole sentence.
XII. Decide whether the following statements are True or False.
II. Fill in the table with the proper derivatives which are possible:
III. Find the opposites to the following words and use both words in the sentences of your own:
V. Read the text for more information.
VI. Choose the most suitable variant.
VIII. Find the key sentences in the text and use them in your retelling.
IX. Render the following text into English: Научно-технический прогресс и его влияние на нашу жизнь
X. Internet Research Project New Communications Technologies
The republic of belarus : social and political aspects
I. Read some information about the National Flag of the Republic of Belarus and describe it.
II. Read the following information and say in English what each colour of the National Flag means.
III. Read some information about the National Emblem of the Republic of Belarus and describe it.
VII. Read and memorize the following words:
VIII. Pay attention to the following word combinations.
IX. Read the following words and try to guess their meaning.
X. Read out these phrases several times till you remember their meaning.
XI. Match the word from a with its best association from b. Use the phrases in your own sentences.
XIII. Read and translate the text. Belarus state system
XIV. Fill in the right preposition.
XV. Agree or disagree with the following statements.
XVI. Complete the following sentences.
XVII. Translate the following sentences into English.
The united kingdom of great britain and northern ireland: social and political aspects
What is the British National Anthem?
I. Read and memorize the following words:
II. Pay attention to the following words.
IV. Read and translate the text.
V. Give English equivalents from the text to the words given below.
VI. Find the pairs of antonyms.
VII. Find the pairs of synonyms.
IX. Fill in the table using the information from the text.
I. Learn the parts of a letter.
Клише, выражения и предложения для деловой переписки
VI. Match the parts on the left with the parts on the right.
VII. Complete the following sentences by translating the Russian part in brackets in a column.
VIII. Translate the following sentences in English:
Surreal case of the Dalí images and a battle over artistic licence
Glasgow issues legal threats to stop poster firms and rock band illegally copying prized painting
A colossal mistake? Art world baffled by 'Goya' masterpiece
Great Works: Leviathan (1651), Abraham Bosse and Thomas Hobbes
Tests blamed for blighting children's lives
Emperor penguin 'marching to extinction by end of the century'
President Obama announces push to wean us off the gas-guzzler
Russia 'suspends Kaliningrad missile plan'
Chief Rabbinate of Israel cuts ties with Vatican over Holocaust bishop
Activists threaten to close Heathrow
Taxpayer faces bigger bill for 2012 Olympics
Brown leads global drive to close down tax havens
Israel's president asks Benjamin Netanyahu to form new government
IX. Answer the questions:
1. Are there many youth organizations in Belarus? 2. When was the Belarusian Patriotic Union of Youth organized? 3. What is the goal of the organization? 4. What are the main objectives of the BPUY? 5. How does the BPUY accomplish its goals and objectives? 6. Does the BPUY help young people to become intergrated members of society? 7. Do the members of the BPUY have rights and duties? 8. Why have the BPUY and the BUY decided to consolidate into a single organization? 9. When and where did the uniting congress take place? 10. What documents were submitted for consideration? 11. What is the name of the new organization? 12. Does it have any symbols?
X. Fill in the table:
The Belarusian Patriotic Union of Youth
|
goal |
|
|
objectives |
|
|
activities |
|
|
rights |
|
|
duties |
|
XI. Work in groups. Find out from your partners:
- what youth organizations they know in Belarus;
- whether they belong/belonged to any of them;
- if it is necessary to have such organizations;
- what they think about the process of uniting of the BPUY and the BUY;
- whether they can suggest a name and symbols for the new youth organization;
- whether they would like to join this organization and why.
XII. Comment on:
- the objectives of the BPUY;
- the activities of the BPUY;
- the project to unite the BPUY and the BUY.
XIII. Imagine that:
- you are elected a delegate of the uniting congress. Role-play your speech;
- your English pen-friend knows nothing about youth organizations in Belarus. What are you going to write to him?
- you've just returned from the uniting congress of the BPUY and the BUY. Share your impressions with your classmates.
XIV. Render from Russian into English
Общественное объединение «Белорусский республиканский союз молодежи» (БРСМ) создано путем слияния Общественного объединения «Белорусский патриотический союз молодежи» и общественного объединения «Белорусский союз молодежи». Характер и предмет деятельности – молодежный ОО «БРСМ» имеет статус республиканского общественного объединения, деятельность которого распространяется на всю территорию Республики Беларусь.
Цель БРСМ – создание условий для всестороннего развитии молодежи, раскрытия ее творческого потенциала, содействие развитию в Республике Беларусь гражданского общества, основанного на патриотических и духовно-нравственных ценностях белорусского народа.
Задачи БРСМ:
содействие разработке в установленном порядке юридических и социально-экономических гарантий прав молодежи, уравнивающих ее возможности с другими социальными группами;
поддержка инициатив, направленных на интеллектуальное, духовное, физическое развитие молодежи, а также на создание условий для развития предпринимательской деятельности;
участие в установленном порядке в разработке молодежных программ.
Членом БРСМ может быть любой гражданин Республики Беларусь, лицо без гражданства, а также иностранные граждане, постоянно проживающие в Республике Беларусь, в возрасте, как правило, от 14 до 31 года, признающие Устав и программные документы БРСМ.
Vocabulary
|
to refer to |
относить к ч-л. |
genetically |
генетически |
|
harmful |
вредный, опасный |
to be disposed to smth. |
быть предрасположенным к ч-л. |
|
goal |
цель |
upbringing |
воспитание |
|
youthful offenders |
малолетние преступники |
sturdy body |
сильный |
|
juvenile delinquency |
юношеская преступность |
to delay the satisfaction of desires |
откладывать удовлетворение желаний |
|
to skyrocket |
взлетать |
tension |
напряжение |
|
to predict- |
предсказывать |
poverty |
бедность |
|
to prevent |
предотвращать |
nature versus nature |
биологическое против социального |
|
maturation process |
процесс взросления |
physical abuse |
физическое оскорбление |
|
substantial |
существенный |
verbal abuse |
словесное оскорбление |
|
to peak at |
достигать пика |
erratic discipline |
patternsнеустойчивые образцы поведения |
|
gradually |
постепенно |
to cease |
прекращаться |
|
to decrease |
снижаться |
juvenile correction institutions |
юношеские (детские) исправительные учреждения |
I. Match the synonyms:
a) To predict, erratic, harmful, goal, gradually, to decrease, to cease, upbringing, tension
b) Destructive, to forecast, unpredictable, slowly, aim, to diminish, to stop, strain, rearing.
Match the words and their definitions:
To skyrocket, to predict, to cease, maturation, gradually, to prevent, disposed, sturdy, tension, abuse, erratic, nurture.
The process of becoming adult.
To say that smth. will happen in the future.
Willing or prepared to do smth.
To stop happening or existing.
To rise quickly to a very high level.
To stop smb. from doing smth.
Slowly, over a long period of time.
Unfair, cruel or violent treatment of smb.
Care and encouragement given to smb. or smth. while they are growing.
Not happening at a regular time.
Physically strong and healthy.
A situation in which people don’t trust each other.
Make your own sentences using the following word combinations:
Juvenile delinquency, maturation process, juvenile correction institutions, to delay the satisfaction of desires, erratic discipline patterns.
Read the text.
Juvenile delinquency
Childhood is a time of joy and innocence for most people: for others, life turns violent and so do they. Criminal acts of young persons are referred to broadly as juvenile delinquency. In some countries delinquency includes conduct that is antisocial, dangerous, or harmful to the goals of society. The general tendency is to limit the term to activities that if carried out by an adult would be called crimes, but in the United States since the 1980s juvenile delinquents are often referred to as "youthful offenders". The age at which juveniles legally become adults varies from country to country, but it generally ranges from 15 to 18. Clearly the problem has skyrocketed: for example, in 1990 rates of arrest in California for burglary, theft, car theft, arson and robbery are higher among juveniles than among adults.
Sociological research has established such bases for predicting delinquent behaviour as the nature of a child's home environment, the quality of the child's neighbourhood, and behaviour in school. It has never been conclusively proved; however, that delinquency can be either predicted or prevented. It is far likelier that delinquency is an integral part of society and probably part of the maturation process that some children go through.
Causes and effects
For the majority of young offenders, delinquency seems to be a phase passed through on the way to adulthood. Delinquent acts begin at about age of 10 or 11, though there has been a substantial increase in even younger offenders in recent years. The most serious activities peak at 14 or 15 years of age and then begin to decline for the next several years. The exceptions to this generalization are some older youths who get involved in car theft, robbery, burglary, and even murder. They may well become adult criminals. For the majority, delinquent activities gradually decrease and may cease altogether as young people enter their 20s and face the prospect of full-time work and marriage. It does seem to be true, however, that the earlier in life delinquent activities are begun, the likelier it is that the pattern will persist — particularly in offenders who are convicted and sentenced to juvenile correction institutions.
Nature-nature controversy
Nature versus nature. There has been much controversy among psychologists and sociologists in the late 20th century concerning whether some people are genetically disposed to crime or whether illegal acts have their origin in one's upbringing and environment. There is evidence to support both views. Those who believe that there is a genetic disposition to crime have noted certain physical and personality differences between delinquents and non-delinquents. Delinquents have been found to have sturdier bodies and to act in a more aggressive way than non-delinquents. In their personality traits, delinquents are more extroverted, narcissistic, and impulsive, and less able to delay the satisfaction of desires. Some psychologists believe that there is an inherited flaw in the genetic makeup of a criminal that leads to rejection of society's standards. Others note that many violent prisoners have higher than normal levels of the male sex hormone testosterone.
The contrary opinion tends to view delinquents as not substantially different from the remainder of the population. Not all sturdily built individuals, for instance, become criminals; many make their living as athletes or in a variety of professions. Studies in Great Britain have shown that delinquents tend to come from families where there is tension and much difficulty in interpersonal relationships. Family breakdown is also found to be a significant factor. The United States Bureau of Justice Statistics reports that in the late 1980s, about 70 per cent of the juveniles in state reform institutions grew up in single parent (usually with the mother as head of household) or no-parent families.
Many delinquents come from homes where the parents abuse alcohol or drugs or are themselves criminals. Poverty, physical and verbal abuse, parents with little respect for themselves, and erratic discipline patterns emerge as contributing factors in such research. Beatings by parents or others can cause injuries to the brain, which in turn frequently cause neurological problems, paranoia, hallucinations or violent behaviour.
Answer the questions:
What is juvenile delinquency?
Why has the problem of juvenile delinquency skyrocketed?
At what age do delinquent acts begin and end?
What are the reasons of the illegal acts?
Are people genetically disposed to crime?
What are the personality traits of delinquents?
How do upbringing and environment influence delinquents?
Is juvenile delinquency a vital topic in your country?
Agree or disagree with the following statements:
Childhood is a time of joy and innocence for all people.
Juvenile delinquency includes conduct that is useful to the goals of society.
In 1990 rates of arrest in California for burglary, theft, arson and robbery are higher among adults that among juveniles.
Delinquency is an integral part of society and part of the maturation process that some adults go through.
Delinquent acts begin at about age of 20-21.
The most serious activities peak at 17-18 years of age and then begin to decline for the next several years.
Psychologists think that some people are generally disposed to crime.
There are no personality differences between delinquents and non-delinquents.
Studies in Great Britain have shown that delinquents tend to come from homes when the parents are criminals themselves.