Главная Учебники - Разные Лекции (разные) - часть 16
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ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО РЫБОЛОВСТВУ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ "МУРМАНСКИЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ" Кафедра
делового иностранного языка
АНГЛИЙСКИЙ ЯЗЫК для студентов
1–2
курсов
заочной формы
обучения
специальности
040101
.65
"
Социальная работа
"
Мурманск 2008 ББК 81. 2Англ. я 73
В
67
Составитель – Анна Вадимовна Логинова, преподаватель кафедры делового иностранного языка Мурманского государственного технического университета Методические указания рассмотрены и одобрены кафедрой 21 ноября 2008 г., протокол № 4 Рецензент – Т. П. Волкова, канд. филос. наук, доцент, зав. кафедрой иностранных языков Мурманского государственного технического университета Редактор Г. В. Зобнина ©
Мурманский государственный технический университет, 200
8
ОГЛАВЛЕНИЕ ВВЕДЕНИЕ................................................................................................. 4 ОБЩИЕ ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКИЕ УКАЗАНИЯ........... 5 ПРИМЕРНЫЙ ТЕМАТИЧЕСКИЙ ПЛАН................................................ 7 СПИСОК РЕКОМЕНДУЕМОЙ ЛИТЕРАТУРЫ....................................... 9 МЕТОДИЧЕСКИЕ УКАЗАНИЯ К ИЗУЧЕНИЮ ТЕМ ДИСЦИПЛИНЫ 10 Упражнения для самопроверки по изученному лексико-грамматическому материалу................................................................................................ 13 № 1............................................................... 46 № 2............................................................... 65 № 3............................................................... 81 Вопросы к зачету...................................................................................... 91 Вопросы к экзамену.................................................................................. 92 Список использованной литературы........................................................ 92 Данные методические указания предназначены для студентов факультета заочного социально-экономического образования специальности 040101.65 "Социальная работа". Они содержат общие организационно-методические указания, примерный тематический план, методические указания к изучению тем дисциплины, варианты контрольных работ, вопросы к зачёту и экзамену. Задача разработанных методических указаний заключается в формировании у обучающихся умения применять знание иностранного языка в профессиональной деятельности, а также анализировать и обобщать полученную информацию. Структура настоящих методических указаний позволяет использовать их как на учебных занятиях под руководством преподавателя, так и при самостоятельной работе студентов. 1. Соответствие ГОС ВПО направления подготовки дипломированного специалиста
Настоящие методические указания и контрольные задания для студентов заочной формы, обучающихся на 1–2 курсе факультета заочного социально-экономического образования, составлены в соответствии с рабочей программой по дисциплине "Иностранный язык" для данной специальности, разработанной на основании Государственного образовательного стандарта высшего профессионального образования и Государственных требований к минимуму содержания и уровню подготовки выпускника по специальности 040101.65 "Социальная работа". Методические указания предназначены для организации и контроля самостоятельной работы студентов. 2.
Сущность дисциплины и цель ее изучения
Изучение дисциплины направлено на подготовку специалистов на факультете заочного социально-экономического образования, достижение ими практического владения языком. Под практическим владением понимается использование английского языка выпускниками вуза в их практической деятельности (чтение и перевод текстов на английском языке, осуществление деловой переписки и контактов с иностранными центрами социальной защиты, создание совместных предприятий, работа в иностранном социальном центре по найму, в рамках проектов, направленных на обмен опытом и т. д.). Целью изучения дисциплины
является самостоятельное приобретение знаний, закрепление и систематизация умений и навыков, полученных на практических занятиях английского языка. Задачи самостоятельной работы:
– Развитие и совершенствование репродуктивных умений и навыков монологической и диалогической речи. – Повторение и закрепление грамматического материала, изученного на практических занятиях в соответствии с рабочей программой дисциплины. – Расширение лексического запаса как активного, так и пассивного. – Закрепление и дальнейшее развитие навыков и умений всех видов чтения и перевода литературы на иностранном языке. Основные виды (направления) самостоятельной работы студентов:
– выполнение устных домашних заданий по изученным лексическим темам (подготовка к монологическим высказываниям, составление диалогов по заданным темам и др.); – выполнение письменных домашних упражнений на закрепление и активизацию пройденного грамматического материала; – индивидуальное чтение художественной и специальной литературы. Контроль
самостоятельной работы студентов осуществляется в рамках практических занятий. Формы контроля зависят от вида самостоятельной работы и могут включать в себя фронтальный, индивидуальный и групповой опрос студентов, тестирование, проверку контрольных заданий, рабочих тетрадей, словарей и т. д. Студент, успешно прошедший курс, допускается к сдаче зачетов и экзаменов. 3. Значение дисциплины в подготовке специалиста
В результате изучения дисциплины студент должен – получить знания, необходимые для практической работы в сфере деловой (профессиональной) и бытовой коммуникации; – владеть лексическим минимумом в объеме 4000 учебных лексических единиц общего и терминологического характера; – сообщать информацию в виде монологического высказывания общего бытового или профессионального характера в объеме не менее – читать и переводить художественную литературу и литературу по специальности с полным охватом содержания со словарем и с целью извлечения информации, скорость чтения – 400–500 печатных знаков; – понимать на слух диалогическую и монологическую иноязычную речь в сфере бытовой и профессиональной коммуникации в предъявлении преподавателя и в звукозаписи. Длительность звучания текстов – до – ознакомиться с такими видами речевых произведений, как аннотация, , тезисы, сообщения, частное письмо, деловое письмо, биография; – вести деловую переписку в пределах пройденных тем; – знать основные особенности обиходно-литературного, официально-делового, научного стиля, стиля художественной литературы. Во время изучения курса для студентов полной формы обучения предусмотрены следующие формы контроля: зачет (II семестр), зачет Наименование и содержание тем
Количество часов, выделяемых на виды учебной подготовки Заочная форма обучения Заочно-ускоренная форма обучения Практ. зан. Сам. работа Практ. зан. Сам. раб. Специфика артикуляции звуков, интонации, акцентуации и ритма нейтральной речи в английском языке; основные особенности полного стиля произношения, характерные для сферы профессиональной коммуникации, чтение транскрипции. Говорение: Монологическое высказывание по теме: Я и моя семья. 1 8 1 10 Грамматический материал: Понятие об основных способах словообразования. Глаголы – to
be
, to
have
, артикль, личные и притяжательные местоимения. 1 9 1 20 Аудирование: Понимание диалогической и монологической речи в сфере бытовой и профессиональной коммуникации. Говорение: Монологическое высказывание по теме: Мой рабочий день. 1 8 1 10 Грамматический материал: Оборот There
is
/
there
are
. Предлоги места и времени. Неопределённые местоимения some
, any
, much
, many
, (
a
)
little
, (
a
)
few
. Грамматические навыки, обеспечивающие коммуникацию общего характера без искажения смысла при письменном и устном общении. 1 9 1 20 Понятие дифференциации лексики по сферам применения (бытовая, общенаучная, терминологическая и т. д.). Говорение: Монологическое высказывание по теме: Мой выходной. 1 7 1 10 Грамматический материал: Множественное число имен существительных. Времена группы Simple
, Continuous
. 1 9 1 20 Говорение: Диалогическая и монологическая речь с использованием наиболее употребительных и относительно простых лексико-грамматических средств в основных коммуникативных ситуациях неофициального общения. Тема: Мои увлечения. 1 8 1 10 Грамматический материал: Времена группы Perfect
1 9 1 11 Говорение: Основы публичной речи (устное сообщение, доклад). Тема: Моя квартира. 1 8 1 10 Грамматический материал: Модальные глаголы и их эквиваленты. 1 14 2 16 Понятие о свободных и устойчивых словосочетаниях, фразеологических единицах. Тема: Путешествия. 1 8 1 10 Грамматический материал: Страдательный залог времен группы Simple
. 1 9 2 20 Письмо: Виды речевых произведений: частное письмо, деловое письмо, резюме. Тема: Устройство на работу. 2 10 1 9 Грамматический материал: Времена действительного залога. 2 25 2 15 Понятие об обиходно-литературном, официально-деловом, научном стилях, стиле художественной литературы. Основные особенности научного стиля. Тема: Работа, трудовые обязанности. 1 10 1 10 Грамматический материал: Страдательный залог. 1 20 1 20 Письмо: Виды речевых произведений: аннотация, , тезисы, сообщения. Тема: Социальная работа. 2 16 2 16 Грамматический материал: Прямая и косвенная речь. 2 15 1 10 Чтение: Работа с несложными прагматическими текстами и текстами по широкому и узкому профилю специальности. Тема: Граждане с ограниченными возможностями здоровья. 1 15 – 15 Грамматический материал: Основные грамматические явления, характерные для профессиональной речи. Согласование времен. 1 15 1 10 Чтение: Работа с несложными прагматическими текстами и текстами по широкому и узкому профилю специальности. Тема: Предоставление жилья нуждающимся. 2 19 4 15 Грамматический материал: Инфинитив и его формы. 2 20 1 10 Тема: Проблемы современной семьи. 2 20 – 14 Грамматический материал: Причастие. Основные грамматические явления, характерные для профессиональной речи. 2 20 – 10 Тема: Обязанности и специфика трудовой деятельности социальных работников. 2 19 – 19 Грамматический материал: Герундий и его формы. 2 20 – 10 ИТОГО 36 350 8 350 Основная:
1. Prodromou, L. Grammar and Vocabulary for First Certificate / L. Prodromou. – Harlow : Longman, 2004. – 320 p. 2. Evans, V. Upstream. Intermediate. Student's Book / V. Evans, J. Dooley. – Newbury : Express Publishing, 2003. – 222 p. 3. Evans, V. Upstream. Intermediate. Work Book / V. Evans, J. Dooley. – Newbury : Express Publishing, 2003. – 97 p. 4. Evans, V. Upstream. Upper-Intermediate. Student's Book / V. Evans, B. Obee. – Newbury : Express Publishing, 2003. – 176 p. 5. Evans, V. Upstream. Upper-Intermediate. Work Book / V. Evans, B. Obee. – Newbury : Express Publishing, 2003. – 98 p. 6. Cunningham, S. New Cutting Edge. Pre-Intermediate. Work Book / 7. Cunningham, S. New Cutting Edge. Pre-Intermediate. Student's Book / 8. Cunningham, S. New Cutting Edge. Intermediate. Work Book / S. Cunningham, P. Moor. – Harlow : Longman, 2005. – 98 p. 9. Cunningham, S. New Cutting Edge. Intermediate. Student's Book / S. Cunningham, P. Moor. – Harlow : Longman, 2005. – 176 p. 10. Murphy, L. English grammar in use. A self-study reference and practice book for intermediate students / L. Murphy. – Cambridge : Cambridge University Press, 2002. – 300 p. 11. Бугрова, Л. В. Social Matters: учеб. пособие / Л. В. Бугрова, 12. Короткова, Л. Г. The Goal of Social Service: методические указания / Л. Г. Короткова. – Мурманск : Изд-во МГТУ, 2003. – 20 с. 13. Parrott, L. Social Work and Social Care / L. Parrot. – The Gildredge Press Ltd, 1999. – 256 p. 14. Cotton, D. Market Leader. Intermediate / D. Cotton. – Harlow : Longman, 2004. – 176 p. Дополнительная
:
15. Soars, L. Headway. Elementary / L. Soars, J. Soars. – Oxford : Oxford University Press, 1997. – 128 p. 16. Soars, L. New Headway. Pre-Intermediate / L. Soars, J. Soars. – Oxford : Oxford University Press, 1997. – 129 p. 17. Soars, L. New Headway. Intermediate / L. Soars, J. Soars. – Oxford : Oxford University Press, 1997. – 128 p. 18. Swan, M. How English Works / M. Swan, K. Walter. – Oxford : Oxford University Press, 1997. – 189 p. 19. Haines, S. New First Certificate Masterclass / S. Haines, B. Stewart. – Oxford : Oxford University Press, 2000. – 224 p. 20. Hashemi, L. English Grammar in Use. Supplementary Exercises for Intermediate Students / L. Hashemi, R. Murphy. – Cambridge : Cambridge University Press, 1995. – 126 p. 21. Murphy, R. English Grammar in Use. Supplementary Exercises for Intermediate Students / R. Murphy, L. Hashemi. – Cambridge : Cambridge University Press, 2002. – 89 p. 22. Березина, О. А. English for University Students: сборник упражнений по грамматике / О. А. Березина, Е. М. Шпилюк. – СПб. : Союз, 2001. – 49 c. 23. Кабакчи, В. В. Практика англоязычной межкультурной коммуникации / В. В. Кабакчи. – СПб. : Союз, 2001. – 478 c. 24. Дроздова, Т. Ю. Everyday English / Т. Ю. Дроздова. – СПб. : Химера, 2002. – 646 c. 1. Лексический материал.
Самостоятельная работа по освоению изучаемого лексического материала заключается в подготовке к практическим занятиям по английскому языку, повторении и запоминании новых лексических единиц и составлению монологических или диалогических высказываний по изученным темам. 2. Грамматический материал.
Самостоятельная работа по освоению грамматического материала включает в себя повторение грамматических правил, изученных на практических занятиях, выполнение устных и письменных грамматических упражнений с целью закрепления пройденного материала, а также подготовку к контрольным работам. Работа с лексическим материалом осуществляется
в рамках изучения следующих тем:
1. Моя семья
(рассказ о себе, о членах своей семьи, их возрасте и роде занятий, отношениях и проблемах). Задание:
Подготовиться к монологическому высказыванию по теме. 2. Мой рабочий день
(рассказ о своих трудовых буднях, ежедневных занятиях, привычках, обязанностях на работе/учёбе и дома). Задание:
Подготовиться к монологическому высказыванию по теме. 3. Мой свободный день
(рассказ о том, как вы проводите свое свободное время). Задание:
Подготовиться к монологическому высказыванию по теме. 4. Мои увлечения
(рассказ о своих увлечениях и способах проведения досуга в целом). Задание:
Подготовиться к монологическому и диалогическому высказываниям по теме. 5. Моя
квартира/дом
(рассказ об устройстве своей квартиры или дома, описание мебели и бытовых приборов). Задание:
Подготовиться к монологическому высказыванию по теме. 6. Путешествия
(виды транспортных средств, их плюсы и минусы, ваши личные предпочтения, ваше наиболее запомнившееся путешествие). Задание:
Повторить изученные фразы и выражения. Подготовиться к диалогическому и монологическому высказываниям по теме. 7. Устройство на работу
(изучение и применение базовой лексики, необходимой для написания резюме и прохождения собеседования при приёме на работу). Задание:
Подготовиться к диалогическим высказываниям по теме и написанию резюме. 8. Работа, трудовые обязанности
(общая классификация профессий, рассказ о своих трудовых обязанностях, деятельности своей организации, специфике её работы, а также о желаемом месте работы). Задание:
Повторить изученные фразы и выражения. Подготовиться к диалогическому и монологическому высказываниям по теме. 9. Социальная работа
(рассказ о социальной работе как сфере профессиональной деятельности, её специфике, целях и задачах). Задание:
Подготовиться к монологическому высказыванию по теме. Дать подробную характеристику социальной работы как сферы профессиональной деятельности. 10. Больные, раненые и люди с ограниченными возможностями
(рассказ о данных категориях граждан с обоснованием необходимости предоставления им социальной защиты, о роли социальных работников в оказании помощи людям с ограниченными возможностями здоровья). Задание:
Подготовиться к монологическому высказыванию по теме. 11. Предоставление жилья нуждающимся
(рассказ об учреждениях и организациях, обеспечивающих социально незащищённых граждан постоянным или временным жильём). Задание:
Подготовиться к монологическому высказыванию по теме. 12. Проблемы современной семьи
(рассказ о специфике проблем современной семьи, их причинах, последствиях конфликтов между родственниками, проблеме отцов и детей). Задание:
Подготовиться к монологическому высказыванию по теме. Дать классификацию проблем современной семьи, описать их причины и последствия. 13. Обязанности и специфика трудовой деятельности социальных работников
(рассказ о профессиональной деятельности социальных работников). Задание:
Подготовиться к монологическому высказыванию по данной теме, раскрыть специфику профессиональной деятельности социальных работников и их функциональные обязанности. Программный грамматический материал
Глаголы to
be
, to
have
, артикли, множественное число существительных, предлоги времени и места, местоимения и их виды, степени сравнения прилагательных, предлоги, времена английского глагола (действительный и страдательный залог), модальные глаголы, прямая и косвенная речь, согласование времен, инфинитив, герундий, причастия и их формы. Задания:
выполнение грамматических устных и письменных упражнений. Подготовка к контрольным работам. Литература:
№ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 15, 16, 17, 18, 19, 20, 21, 22. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий рассказать о своей семье, своих родственниках, чем они занимаются, где живут, где работают, какие отношения между ними установились; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература:
2, 6, 7, 8, 9, 15, 16, 17, 19, 24. 1. How old are you? 2. Are you married? 3. Have you a family of your own? 4. What are your parents? 5. What are you? 6. Are you the only child in your family? 7. What are your sisters (brothers)? 8. How old are your sisters (brothers)? 9. Do you live together? 10. Where do you live? 11. Have you got any other close relatives? 12. How often do you see them? 13. Do you have children? 14. How old are they? 15. What do they do? 16. What do you usually do in the evenings? 17. Is your family a happy one? 18. Have you got any problems concerning family relations? 1. How old
are you? 2. I am 17 years old
. 3. I haven't got a family of my own
. 4. My family consists of
four persons. 5. My father works as
an engineer. 1. to make a date a. влюбиться в кого-л. 2. to court smb b. ухаживать за кем-л. 3. to fall in love with smb c. супруг 4. to be in love with smb d. серебряная (золотая) свадьба 5. to propose to smb e. медовый месяц 6. to be engaged to smb f. назначить свидание 7. to marry smb g. брак по любви 8. marriage for convenience h. развестись с кем-л. 9. to marry for love i. быть женатым/замужем 10. a love match j. молодожёны 11. to get married k. пожениться 12. to be married (to smb) l. носить обручальное кольцо 13. a marriage m. сделать предложение 14. a civil marriage n. быть помовленным с кем-л. 15. a wedding o. брак по расчёту 16. to wear a wedding ring p. свадьба, бракосочетание 17. newly-weds = just married q. брак, замужество 18. honey-moon r. жениться по любви 19. spouse s. бывшая жена (муж) 20. to divorce from smb t. гражданский брак 21. an ex-wife (husband) u. жениться на ком-л. 22. a silver (golden) wedding v. быть влюблённым в кого-л. 1. She is an elderly person. A. I'm 20. She is 15. 2. She is well over fifty. B. She is 14. 3. She is an adult. C. She is 35. 4. She is a middle-aged person. D. I'm 40. She is 45. 5. She is my elder sister. E. She is 87. 6. She is in her late thirties. F. She is 55. 7. She is a pensioner. G. She is over 18 or 21. 8. She is in her early forties. H. I'm 10. She is 17. 9. She is five years senior to me. I. She is 39. 10. She is two years younger than me. J. I'm 20. She is 18. 11. She is in her mid teens. K. She is 58. 12. She is two years older than me. L. She is 12. 13. She is five years junior to me. M. She is 42. 14. She is a teenager. N. I'm 30. She is 32. 15. She is seven years my senior. O. I'm 10. She is 22. 1. Он развёлся со своей женой 5 лет назад. 2. Все супруги обычно носят обручальные кольца. 3. Он влюбился. 4. Молодожёны провели медовый месяц на юге. 5. Она замужем за моим племянником. 6. Мне не нравятся люди, которые женятся по расчёту. 7. Моя старшая сестра на 9 лет старше меня. 8. Её муж младше её на 15 лет. 9. Моему троюродному брату далеко за 50. 10. Они влюблены друг в друга. 11. Его бывшей жене 30 с небольшим. a nuclear family, family violence, a single parent, misunderstanding, an extended family, a generation gap, drug abuse, an ex-husband, an illegitimate child. 1. В Британии один из трех браков заканчивается разводом. 2. В Великобритании родители-одиночки защищены законом. 3. Эта семья получает материальную помощь из-за низкого дохода. 4. Родители Дэвида развелись, когда ему было шесть. 5. Cемьи, состоящие только из детей и их родителей, приходят на смену большим семьям. 6. К несчастью, мой отец – строгий сторонник дисциплины, и все члены нашей семьи вынуждены исполнять его приказания. 7. Насилие в семье, алкоголизм, наркотическая зависимость, низкий уровень жизни, отсутствие взаимопонимания, недостаточная забота о близких могут привести к необратимым последствиям. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий рассказать о распорядке своего рабочего дня, о том, как он добирается на работу, когда начинается и когда заканчивается его рабочий день, есть ли перерыв на обед, как он добирается с работы домой, чем занимается после работы; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
2, 6, 7, 8, 9, 15, 16, 17, 24. 1. When does your working day start? 2. What do you do when you get up? 3. Do you do your morning exercises every day? 4. Who makes breakfast for you? 5. Do you work? Where do you work? 6. How long does it take you to get to work? 7. When do your working hours begin? 8. What is your company/organisation specialised in? 9. Where is your office situated? 10. Do you have a fixed lunch break? 11. Are you often very busy at work? 12. What are your duties at work? 13. What do you do after work? 1. … work I go … home … foot, but sometimes I go … bus or trolleybus. I live not very … my office. My working day starts … 9.00. 2. I don't work … Saturday and … Sunday. 3. … a weekday I get … … 7 o'clock. 4. I like to listen … the radio while I have my breakfast. Usually I have a cup … tea and some sandwiches … breakfast. 4. We produce a wide range … engines … automobile industry. 5. We do business … many companies. 6. Many companies are interested … buying our engines. my alarm goes off, get up, to be the same, to differ from, to be similar to, working day begins, to make breakfast, work begins, my office is situated, we produce, I have dinner at, it takes me … to …, at work, after work, to be tired of, to look forward to, to relax watching TV. 1. Мой рабочий день начинается в 9 часов. 2. Он встает в 7, уходит из дома в 8. 3. Чтобы не опоздать на работу, мы вышли из дома на 15 минут раньше. 4. Вчера мой брат был болен и не пошел на работу. 5. Кроме работы в учреждении ей приходится делать всю работу по дому. 6. Тебе понадобится полчаса, чтобы добраться домой на автобусе. Это долго. Бери такси. 7. Отец обычно обедает в столовой, дети – дома. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий рассказать о том, как он проводит свои выходные дни, как и где планирует провести свой отпуск, чем увлекается и интересуется, что делает по вечерам, часто ли ходит в театр, кино и т. п.; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература:
2, 6, 7, 8, 9, 15, 16, 17, 19, 24. 1. Which day of the week do you like most of all and why? 2. When do you get up on Sundays? 3. What do you do in the morning? 4. How do you usually spend your days off? 5. Do you often go to see your friends? 6. Do you do any sports? 7. Who do you usually spend your leisure time with? 8. Do you sometimes go to the theatre (cinema) on Sundays? 9. Do you like music? 10. What is your hobby? 11. How are you going to spend your next weekend? I spend my spare time in different ways but I would rather be a doer than Also, I like spending time with my family. On Sunday evenings we usually get together, have supper, discuss our week days passing so quickly, watch TV, speak about our plans for the following week or receive guests. I do enjoy my leisure time and I'm always looking forward to my time off after hard and tiring week days. 1. There are different leisure time activities: playing … musical instruments, going … shopping, going … a walk, … the night club, … the theatre or … the cinema, etc. 2. I'm going … a holiday … Sochi. I leave ... Murmansk early … the morning. My plane takes … ... 7 a.m. 3. … weekends we usually go … the country. We swim … the river, walk … the forest, play … volley-ball and … other games. 4. … last year Kate went … Moscow. She liked the capital … Russia very much. 5. … the evenings she went … the theatres and cinemas … Moscow. When she came … home she told us many interesting things … that city. day off, time off, leisure time activities, to get up late, to go to see friends, to have a rest, to do nothing, to do sports, to go to the theatre (cinema), to serf the net, to play computer games, to go out, to eat out, to receive guests, my hobby. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий рассказать о своих увлечениях, о том, какие бывают хобби, как увлечение влияет на внутренний мир человека, на его кругозор; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
2, 6, 7, 8, 9, 15, 16, 17, 19, 24. 1. What is a hobby? 2. What do you usually do in your free time? 3. What leisure time activities are popular nowadays? 4. Do you think a hobby makes people's life more interesting? 5. What's good about having a hobby? 1. If you take up swimming you will need such gear as… 2. I learned to ride a horse without using… 3. Emma hit the golf-ball with a… 4. We play badminton with a racquet and a… 5. Diana's bike crashed into a tree because… 6. A mountain-climber's life may depend on their… 7. To practice figure skating a person should be… 8. Rugby players wear… 9. I want to knit a scarf but I haven't got… 10. Skiing can be dangerous if you don't wear… 11. Terry went fishing with the new … his parents gave him. 12. People can collect different things:… 13. Creative people may have such hobbies as… 14. If you have a hobby you… 1. Mary stopped swimming and just … on the surface. a) sank; b) floated; c) dived; d) poured. 2. Jack turned the last corner and … the finishing line. a) approached; b) arrived; c) waited; d) head. 3. David was trying to … another cyclist when he crashed. a) overpass; b) overcome; c) overtake; d) overcharge. 4. You have to … the person with the ball until you catch them. a) chase; b) rush; c) jump; d) drop. 5. The fans climbed over the fence to … paying. a) avoid; b) prevent; c) abandon; d) refuse. 6. I fell over while skiing and my sister had to … a doctor. a) bring; b) take; c) fetch; d) carry. 7. It's very easy to … over when the snow is hard. a) slide; b) skid; c) skate; d) slip. 8. Don't … the road until all the runners have gone by. a) pass; b) cross; c) across; d) pass by. 9. The swimmers … forward as they waited to begin the race. a) fell; b) crawled; c) rolled; d) leaned. 10. When I was hiking in the mountains I … on a snake. a) tripped; b) stepped; c) surprised; d) carried. 1. Sue came first in the 5000 metre competition/game/race
. 2. Jack and Eddie arranged to meet outside the football ground/field/pitch
. 3. Brenda goes jogging every morning to keep exercised/fit/trained
. 4. Our team beat/defeated/won
the match by two goals to nil. 5. The local stadium isn't large enough for so many audience/viewers/ 6. I'm afraid I don't find basketball very interested/interesting
. 7. Collecting matchbox labels is Rebecca's favourite leisure/occupation
. 8. Norman won first medal/prize/reward
in the cookery competition. 9. The final result was a/an draw/equal/score
. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий описать свою квартиру (дом), рассказать о её планировке, обстановке, удобствах, бытовых приборах и устройствах, в ней имеющихся; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература:
15, 17, 24. 1. Where do you live? 2. Do you live in a private house or a block of flats? 3. What is there next to your house? 4. How large is your flat? 5. What floor is your flat on? 6. What modern conveniences are there in your flat? 7. How many rooms are there in your flat? 8. How is your flat furnished? 9. Where do you usually have meals, sleep, keep your clothes, and receive guests? 10. Are you satisfied with the place where you live? 1. I live in a five-storey block of flats
in Pushkin Street. 2. My flat is on the third floor
. 3. There are all modern conveniences
in my flat. 4. Our living room is nicely furnished
. 5. There is a TV set, a corner sofa
, a piano and a bookcase in it. My sister got a very comfortable flat ... last year. It is ... the third floor ... 1. Наш дом находится на улице Горького. Мы переехали туда два года тому назад. 2. У него двухкомнатная квартира на втором этаже. 3. На втором этаже все квартиры без балконов. 4. Все комнаты: гостиная, спальня и кабинет небольшие, но уютные. 5. В гостиной находится сервант, угловой диван, цветной телевизор, два кресла и журнальный столик. 6. На столе стоит ваза с цветами. 7. Наша кухня довольно большая. Там есть плита, холодильник, шкаф для посуды, стол и несколько стульев. 8. В ванной хранятся различные предметы туалета. 9. На стене в коридоре находится вешалка и зеркало. 10. Мы поддерживаем порядок в комнате. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий рассказать о различных видах транспорта, их плюсах и минусах, личных предпочтениях, своём наиболее запомнившемся путешествии, ориентироваться в аэропорту, железнодорожном вокзале, путешествуя за рубежом; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература:
2, 6, 7, 8, 9, 15, 16, 17, 19, 24. 1. Which is the most convenient way of travelling? 2. Which is the quickest way of travelling? 3. What was your longest trip by train / ship / plane? 4. What must you do first before starting a trip? 5. Where do you buy tickets for a train / ship / plane? 6. Do you take much carry-on luggage with you? 7. How much luggage are you allowed on the plane? 8. Where do you take your meals while travelling by train / ship? 9. What kind of trains is more convenient for long distance travelling? 10. Do you prefer a lower or an upper berth on the ship / train? State your reason. – Hello, Alec. I remember somebody told me that you had an interesting trip … Siberia. – I really made a wonderful journey … the very heart … Siberia. We went to Krasnoyarsk … plane and then sailed … the Yenissei … a cargo-ship. – And where did you go … ashore? – Oh, … some spot you are not likely to find … any map. Well, when we found ourselves … the bank we immediately went … the place where our expedition was working. – Did you go … car? – Oh, no! No car could have driven … those paths. We travelled partly … foot, and … some places went … small rivers and streams … rowing boats. We were … spots where no man's foot had stepped … us. – How exciting! So you enjoyed … the journey, didn't you? – Every minute … it, though it was not an easy one. – Did you return … air? – No, … train. The fact is, I had hardly enough money … the railway fare, not to say anything … plane. Ask your friend:
1) if he often travels (makes trips); 2) when he travelled last by train (ship, plane); 3) if he usually books tickets in advance; 4) how much is Modern life is impossible … travelling. I think that travelling … air is the fastest and the most convenient way. Many people prefer it … all other means. But some people object … air travel. They say that this way ... travelling makes them nervous. People … some professions, … example journalists or businessmen just can't do without flying … plane. However, it is possible … cross the country … air … a few hours. Travelling … air, you kill two birds … one stone: you get speed and comfort combined and you save your time. 1. There is nothing like travel by… 2. It is more convenient to travel by … because… 3. Modern trains have very… 4. On board large ships and small river boats people can visit… 5. Travelling by sea is popular… 6. Round the world cruise is… 7. But there is one thing that can spoil all the pleasure… 8. It is quite true that driving a car has… 9. And the first thing you should do before going on a holiday by car is… В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, ориентироваться в лексико-грамматическом материале, позволяющем составлять резюме, заполнять анкеты и некоторые другие документы на английском языке, необходимые при устройстве на работу; 2. обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме и воспринимать соответствующую информацию. Литература
:
14, 19, 24. 1. What things do you take into consideration when choosing an occupation? 2. How did you get your present job? 3. How were you informed about the position you have now? 4. Was the selection process very long? 5. What should you do to qualify for particular job? 6. Whom can you turn to for advice when making a decision? 7. What is the most important part of the decision-making process? 1. What are your abilities? 2. What special talents do you have? 3. What are your special interests? 4. What are your physical abilities and limitations? 5. What are your attitudes and values? 6. How do you see yourself, or what is your self-concept? 7. What is your previous working experience? 8. What are your educational plans for the future? 9. Are you a team player or a person who prefers to work on his own? 10. Are you willing to accept changes? 11. What is a job of your dream? NAME ___________________________________________
ADDRESS __________________ PHONE NO. _________________ DO YOU HAVE A VALID DRIVER'S LICENCE Yes No MARITAL STATUS _________ NO. OF DEPENDENTS ________ EDUCATION _________________________________________ Name of School Year Graduated Course Taken or Degree ___________ ____________ _________________ LANGUAGES Russian Excellent Good Fair English Excellent Good Fair EXPERIENCE (Give present or last position first) COMPANY ________ ADDRESS _______________ TYPE OF BUSINESS/INDUSTRY EMPLOYED (Month & Year) From ________ To _______ POSITION(S) HELD SUPERVISOR'S NAME _________________ ____________________ DESCRIBE YOUR DUTIES _____________________________________________________ WHY DID YOU LEAVE _____________________________________________________ COMPANY ______________ ADDRESS _________________ TYPE OF BUSINESS/INDUSTRY EMPLOYED (Month & Year) From _________ To _________ POSITION(S) HELD SUPERVISOR'S NAME _________________ ____________________ WHY DID YOU LEAVE PERSONAL REFERENCES Name __________ Address ___________ Phone No. _________ (home) 1. She was on the short list
for the position of director. 2. If a person is looking for a job they will often look in a newspaper and they find something they are interested in, they send a written application and CV
(= curriculum vitae (Br.E) = resume (Am.E)). 3. We will need to have references
from your former employers. 4. With all the perks
, such as free meals and a car, she's really earning over 5. Every June the electronic manufacturers go headhunting
among the newly graduated engineers. 6. The head
of a large company has many responsibilities.
7. Fred had already been hired
when he went to the job interview
with the human resources director
of your firm. 8. The assistant
director
of our subsidiary
in Poland has hired
100 new employees
. 9. I can agree
only to
a competitive salary
. 10. Staff morale
in this department leaves much to be desired
. · personnel manager · legal assistant 1. We want a positive person who is willing to work hard and can use his/her own initiative. You must be lively and have a good sense of humor and 2. The successful candidate will have experience of book-keeping and 3. We have immediate vacancies for those who are willing to work shift system. Good pay and working conditions. Overtime is usually required at weekends. 4. The applicant appointed will principally deal with paper work and will generally assist in the wide ranging work in the legal office. 5. Help! Have you got what it takes to organize our managers – good administration, communication skills are essential. Ability to liaise at all levels. 6. Cargill is a major international company which buys, processes, stores, transports and sells agricultural and other bulk commodities on a worldwide basis. Reporting to the Traffic Manager you will be a member of the team which organizes the transport and distribution of the finished products to our customers. 7. You will be responsible for coordinating drivers and vehicles on established runs and ensuring that the company complies with all statutory requirements. A class 1 license would be an advantage. 8. The duties of the successful candidate will include the cashiers work at any of the various collection offices receiving payments (cash, cheques, etc.) and recording receipts. Applicants should have an aptitude for mathematical work and accuracy is essential. Ivan Orlov Address: Apt 7, 45 Komsomolskaya Street, Murmansk, Russia Telephone: Home – 479375 Mobile – 8921 123-4567 E-mail: cesar@rambler.ru DoB: 28/05/85 Nationality: Russian Education and Qualifications 2003 – date Murmansk State Technical University in Social Work (to be completed 2009). 1990 – 2000 Murmansk School number 5 secondary education Certificate (Distinction) Work Experience Jun – Sep 2004 Anapa Summer Camp, Russia I worked as a camp leader with children aged 12–14. 2000 – Sep 2003 McDonalds, Moscow, Russia I was a general worker in the restaurant. Other Skills I have a working knowledge of English. I have a driving license and I am computer literate. Personal Interests I do yoga in my spare time and have won several competitions. Dear Mr. Sokolov I am writing to apply for the position of Social Worker with your company. I saw your advertisement in the Komsomolskaya Pravda and I would like to be considered for the job. I believe I am suitable for this post as I already have experience working with young people. I worked at a summer camp in the United States last summer and greatly enjoyed supervising a group of six children. I was responsible for their behaviour and welfare, and my duties also included taking care of basic first aid. I found the job very interesting and rewarding. I feel that my experience would be an asset as a social worker. In addition, I am hard-working and responsible. I passed my secondary education Certificate with a distinction, and have recently entered Social Work Department in MSTU (Murmansk, Russia), so you can see that I have skills needed for this job. I also have a working knowledge of English and a clean driving license and have always been interested in dealing with people who need support and care. I would like to work for your organization as it would give me an opportunity to develop my social work skills further, and I am sure that it will be very enjoyable and rewarding to provide social service for those who really need it. I am enclosing a copy of my CV with this letter. I would be available for an interview here in Murmansk at any time convenient to you. Please do not hesitate to contact me if you have any further questions. I look forward to hearing from you. Yours, Ivan Orlov В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, уметь рассказать о своей работе, её плюсах и минусах, своих обязанностях и о той работе, которую, возможно, хотел бы иметь; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
14, 19, 24. 1. What are you? 2. What are you in charge of? 3. What are your responsibilities? 4. Do you have a full-time or a part-time job? 5. What time do you arrive at work? 6. What time do you leave for work? 7. Do you take a lot of time off work? 8. Can you work from home? 9. Are you satisfied with your occupation? Why? I work for a French supermarket company. I work (1) over
the development of new supermarkets. In fact, I (2) running
the development department and I (3) am manage for
a team looking at the possibilities in different countries. It's very interesting. One of my (4) responsible
is to make sure that new supermarkets open on time. I'm also (5) charged with
financial reporting. I deal (6) since
a lot of different organizations in my work. I'm (7) responsible of
planning projects from start to finish. I work closely (8) near
our foreign partners, and so I travel a lot. Rebecca lives in London and works in a public relations company. She leaves home for work (0)… 7.30 a.m. She drives (1)… work. The traffic is often heavy and she worries about getting (2)… her office late, but she usually arrives (3)… work at around nine. She finishes work quite late, at about eight. "Luckily, I'm never ill", she says. "I could never take the time (4)… work". She loves what she does and is glad to have a job she is good (5)… . 1. I work in the afternoons from 2 until 6. (I/job) I have a part-time job.
2. My husband works in an office from 9 a.m. to 5.30 p.m. (he/full-time job) 3. Our daughter works in a bank from 8 a.m. till 9 p.m. every day. (she/work overtime) 4. I work in a cafe from 9 p.m. until 2 a.m. (I/work night shifts) 5. He left the post of the Prime Minister for health reasons. (he/retire/poor health) 6. He has got ill and asked his boss to give him some time to recover. (he/ask/ time off/health reasons) Word Definition
1. temporary worker a) have jobs in offices, banks etc rather than jobs working in factories, building things etc. 2. trainee b) a person who works independently for different companies rather than being employed by one particular company 3. white-collar workers c) do manual work, rather than working in offices d) someone who is being trained for a job 4. self-employed person e) someone who is employed to work for a short period of time, especially in an office 5. blue-collar workers f) working for oneself and not employed by a company 6. freelance worker 1. Obviously, my work involves … (travel
) a lot. It can be quite physically … (tire
), but I enjoy … (deal
) with customers, except when they become violent. Luckily this doesn't happen often. 2. I like … (work
) with figures, but my job is much less … (bore
) and routine than people think. 3. Of course, it involves getting up quite early in the morning. But I fancy … (be
) in the open air. And I get a lot of exercise! 4. You've got to think in a very logical way. The work can be mentally … (exhaust
), but it's very satisfying to write a program that works. 5. I love my job. It's very … (stimulate
) and not at all … (repeat
): no two days are the same. It's good to see the children learn and develop. Stop and consider for a moment how you would feel if you were willing and (1)… to work, and yet day after day you have (2)… through all kinds of weather to get to the local employment office you are told – once again – that there is nothing available for you. Initially, you would probably feel a (3)… sense of disappointment, a slight feeling of being (4)… down. However, as the days pass and you have still not found even the most (5)… of jobs, you would probably become increasingly angry and incensed at the injustice of it all. What kind of a society allows an able-bodied individual to sit around and twiddle his (6)… all day? Obviously, one which cannot understand how important it is for A
В
С
D
1. capable efficient suitable able 2. trudged strolled sauntered strutted 3. pale low dim faint 4. pushed set let laid 5. basic fundamental rudimentary menial 6. fingers toes hands thumbs В результате изучения данной темы студент должен:
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, уметь рассказать о сущности, целях, задачах социальной работы; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
11, 12, 13. 1. What is social policy concerned with? 2. How can well-being be achieved? 3. What should be taken into account when allocating social security benefits? 4. What is the aim of social policy? 5. What is social difference? 6. What kind of people refer to so called marginalized groups? 7. Why is the problem of social difference vital today? 8. What is social care? 9. How can it be provided? Definition
Word
1. something that makes one person different from another person a) to marginalize 2. the act of finding the position of smth b) experience 3. the state of knowing or having learnt a lot about life, etc. c) social difference 4. help that is provided, especially by government or organisations for people with social or financial problems d) impact 5. to make a group of people unimportant and powerless e) disability 6. a physical problem that makes someone unable to use a part of their body properly f) welfare 7. the effect or influence that an event, situation etc. has on someone or smth g) location to achieve goals; care (n)
; social benefits; to take into account; to provide services; disability; to keep the satisfaction of needs at a basic level; to focus on food, shelter and clothing; to change for the better; to allocate; the welfare state; to turn for help; to overcome difficulties; to take care of; low income; to consume; homeless people; to make a living; an approach; to undergo troubles; to be unable to maintain themselves; to act; to incur the extra costs; unemployed; to deal with; violence; to prevent child abuse; a promise; to support; well-being; to meet/satisfy social and psychological needs of claimants; variety; changeable ant contentious; to improve social conditions. обещание; благосостояние; принимать во внимание; подход; многообразие; государство всеобщего благосостояния; достигать целей; потреблять; зарабатывать на жизнь; удовлетворять основные потребности; распределять; изменить к лучшему; заботиться о; забота/уход; отвечать социальным и психологическим потребностям нуждающихся; низкий доход; погашать дополнительные расходы; действовать; улучшать социальные условия; иметь дело с; предоставлять услуги; делать акцент на питании, жилье и одежде; социальные льготы; недееспособность; быть не в состоянии обеспечить себя; испытывать трудности; обратиться за помощью; преодолевать трудности; насилие; безработные; бездомные; изменчивы и спорны; предотвратить жестокое обращение с детьми; поддерживать. 1. daycare work
– the care of people who cannot look after themselves during the day; 2. field social work
– scientific or social study done in the field, such as measuring or examining things or asking people questions; 3. residential care
– a system of care for old or ill people who are unable to look after themselves at home, and need nursing or other professional care; 4. welfare
– help provided for people with social problems, money difficulties; 5. domiciliary services/care/visits
– care or services at someone's home; 6. bereaved
(adj) – someone whose close relative has just died; 7. case work
– social work concerned with direct consideration of the problems of a particular person, family; 8. benefit
(n) – money provided by the government to people who are sick or unemployed. В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, уметь рассказывать · о специфике работы с данными категориями граждан с обоснованием необходимости предоставления им социальной защиты; · о роли социальных работников в оказании помощи людям с ограниченными возможностями здоровья; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
11, 12, 13. 1. What kind of help do sick, injured and disabled people need? 2. How can it be provided? 3. What is medical care? 4. What is a service centre? 5. What are the responsibilities of a medical social worker? "Disability" can be broken down into a number of broad sub-categories, which include the following: 1. physical impairments affecting movement, such as post-polio syndrome, spina bifida and cerebral palsy; 2. sensory impairments, such as visual or hearing impairments; 3. cognitive impairments such as autism or Down syndrome; 4. psychiatric conditions such as depression and schizophrenia: a) a medical condition usually caused by brain damage before or at birth that causes the loss of control of movement of the limbs; b) a mental condition in which a person is unable to communicate or form relationships with others; c) a medical condition in which a person feels very sad and anxious and often has physical symptoms such as being unable to sleep, etc.; d) a medical condition in which some bones in the spine have not developed normally at birth, often causing paralysis in the legs; e) an infectious disease that affects the central nervous system and can cause temporary or permanent paralysis; f) a situation when a person is physically unable to hear anything or unable to hear well; g) an abnormal condition in which a person is born with a wide, flat face, sloping eyes and a mental ability that is below average. A.
In this model, disability is seen more as a social construction than B.
Lately, the term disability
has replaced the older designation handicapped.
C.
This position is known as the medical model of disability. D.
Disability is not seen as something invoking pity or in need of a cure. E.
Both the medical and social models agree to a point that facilities and opportunities should be made as accessible as possible to individuals who require adaptations. F.
By making adjustments, employers and service providers are removing the barriers that disable – they are effectively removing the disability. Historically, disabilities have often been cast in a negative light. An individual thus affected was seen as being a "patient" subject either to cure or to ongoing medical care. His condition is seen as disabling; the social reactions to it are justified, and the barriers unavoidable. (1) Over the past 20 years, a competing view known as the social model of disability has come to the fore. (2) An individual may be impaired by The social model of disability recognises that some people have impairments which affect how they function physically or mentally. But those people are disabled by the barriers that exist in a society that does not take account of their needs. These barriers may be in the physical, organisational or personal aspects of society – for instance, stairs without lifts, information not available in large print, or people's negative attitudes. The social model sees disabled people as having similar wants, needs and aspirations to non-disabled people, and seeking equal treatment. (3) Indeed it may be viewed as a positive asset. Equality for disabled people is seen in the same light as equality for other under-represented groups. In the United Kingdom, the Disability Discrimination Act definition of disability uses the medical model – disabled people are defined as people with certain conditions, or certain limitations on their ability to carry out "normal day-to-day activities". But the requirement on employers and service providers to make "reasonable adjustments" to their policies or practices, or physical aspects of their premises, follows the social model. (4) (5) Dismantling physical barriers, or setting up adaptations such as wheelchair ramps, is known as "fostering accessibility". Medical Social Work is a sub-discipline of (society
) work. Medical social workers typically work in a hospital, skilled nursing facility or hospice, have В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, говорить о проблеме обеспечения бездомных постоянным или временным жильём; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература:
11, 12, 13. 1. What is residential care? 2. Who are the service centres and nursing homes designed for? 3. What causes homelessness? 4. In your opinion, what is the position of Russia in the world rankings? 5. Is homelessness a common problem in Murmansk? 6. What can be done to solve this problem? Homeless shelters are places (1) people to stay temporarily when they otherwise would have (2) sleep on the street, similar to emergency shelters. The main difference is that a homeless shelter is usually open to anyone, regardless of why they don't have a more typical residence available; some limit their clientele (3) gender or age. A more minor difference (4) that homeless shelters usually expect people to stay elsewhere during the day, returning only to sleep, or if the shelter also provides meals to eat, while people in emergency shelters are more likely to stay all day, except for work, school, or errands. Some homeless shelters, however, are open 24 hours (5) day. Homeless shelters are usually operated (6) a non-profit agency, sometimes associated with a church. Many get a least part of their funding (7) local government entities. Homeless shelters sometimes also provide other services, (8) as a soup kitchen, job seeking, skills training, job training, support groups, and/or chemical abuse treatment. If they don't offer any of these services, they can usually refer (9) clients to agencies that do. 1. Employed people never become homeless. 2. Homeless people can easily find a job. 3. Homeless people are likely to be drug-addicts. 4. Homeless people scratch their living from illegal activities. 5. Homeless shelters are places for people to stay temporarily. 1. People become homeless because of different reasons such as... 2. Homelessness usually entails... 3. The factors which contribute to homelessness are... 4. Homeless people make money by... 5. Urban development and criminalization of homelessness lead to... 6. Homeless shelters provide... Word
Definition
1. nomad a) using power without restriction and without considering other people 2. arbitrary b) to perform music in a public place and ask for money from people passing by 3. round somebody up c) a place where poor people can go to get free food d) ask other people for money in the street 4. vicious circle e) a situation in which one problem causes another problem which then makes the first problem worse 5. panhandle f) find and capture people 6. busk g) a member of a tribe that moves with its animals from place to place 7. gentrification h) a gradual process in which an area in bad condition where poor people live is changed by people with more money coming to live there and improving it 8. food bank • a resident of N-Street; • a homeless person; • the initiator of the project. The city council yesterday announced that it is planning to turn 11, N-Street into a refuge for homeless people. The two-storey terraced house, which was once a dwelling house, had been empty for three years. A council representative explained that the building needed repairs and complete redecoration before it could take in homeless people. It is expected to open sometime in the new year and will provide temporary accommodation for homeless people. As soon as the news of the refuge was announced, some of the N-Street residents wrote to the council objecting to the use of the house as a refuge. They said, "We are in favour of providing homeless people with somewhere to live, but N-Street is not suitable. There are elderly people and families with young children living here". В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, говорить о проблемах современной семьи, их причинах, последствиях и возможных путях решения; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
11, 12, 24. 1. What functions do families serve? 2. What is a typical family pattern today? 3. Why is the number of single-parent families increasing? 4. What happens to children whose parents work a lot? 5. What is a generation gap? 6. What causes family violence? 7. What are possible consequences of taking mind-altering substances? 8. What forces youngsters to become juvenile delinquents? 9. What measures can be taken to prevent young people from committing crimes? 1. A traditional family today…
a) consists of representatives of at least three generations; b) comes in many shapes and sizes; с) consists of parents and their children. 2. People live in families because...
a) it is easier to survive as a member of a family; b) families give children an example how to live in the surrounding world; с) this is a tradition. 3. Mothers and wives work because...
a) today it is unusual for a woman to stay at home; b) a father alone can't provide suitable living conditions for a family; с) cost of living is higher today than it used to be. 4. Families are getting smaller because...
a) it is difficult to support and bring up more than one child; b) young people pay much attention to the future of their families; c) today young people have serious health problems. 5. There are a lot of families headed by one parent today because...
a) family laws are much milder; b) women have become more independent both financially and emotionally; c) there is a lot of family violence. 6. Modern parents…
a) abuse their children; b) want their children learn to be independent from early age; с) put problems of upbringing to relatives. 7. A generation gap...
a) is a specific feature of modern society; b) means serious problems of teenagers and young people; c) is the lack of understanding or the differences between older and younger people. 8. Young people today...
a) mostly turn to drugs and crime; b) don't care much about their future; с) are optimistic and career-minded. People today live under many types of stress. Peer pressure, family conditions and unemployment are just a few reasons why young people try to escape reality by turning to drugs and alcohol. Problems with drinking, drug abuse, teen pregnancies and juvenile delinquency are very serious today. Many children and teenagers run away from home. Some return after a few days or weeks, but others turn to crime and become juvenile delinquents. Among the causes of this are poor family relations, family violence, bad neighbourhood conditions, peer pressure and sometimes drug abuse. Twenty years ago, little empirical knowledge about intimate partner violence existed, conceptual explanations for relationship violence were not well thought out, and social workers were ill trained for dealing with the problem. Domestic violence, at that time, was private and seen as a family problem and personal issue. Today, students and social workers can benefit from research findings and years of practice experience that were not available two decades ago. The implications of domestic violence for social workers are significant; many of the individuals we work with will be or have been affected as primary and secondary victims. Many of our male clients have battered their partners. Many of us have felt the impact of violence in our own families. Social workers must have insight into the problem of domestic violence to effectively work toward ending relationship violence. Interventions that might alleviate domestic maltreatment should be applied at all levels: micro, mezzo, and macro. 1. How has the attitude to the domestic violence changed recently? 2. Why is the issue of domestic violence vital? 3. What should be done to ease domestic violence? What can social workers do? 4. What particular measures can be taken by law enforcement agencies, the courts, social service agencies and corrections/probation agencies to solve the problem of domestic abuse? В результате изучения данной темы студент должен
1. знать лексический минимум, позволяющий практически применять знания в сфере деловой (профессиональной) коммуникации, говорить о специфике трудовой деятельности социальных работников, их функциональных обязанностях; 2. уметь пользоваться лексическим минимумом, обладать навыками свободного владения лексическим минимумом по теме, вести беседу на английском языке, уметь задавать вопросы по теме, отвечать на них и воспринимать соответствующую информацию. Литература
:
11, 12, 13. 1. Why is there a considerable distance between social work and the majority of the population? 2. Why are social work and social care as a professional activity hard to define? 3. How is the power of social work and care circumscribed by law? 4. Why have social workers been heavily criticized? 5. What is required from social workers operating on behalf of the state? Each of the social work specialties calls for different qualities. Although they all require an (interesting
) in social problems and concerns, you must match your abilities and interests with the work. Direct clinical service is (emotional
) demanding and requires constantly dealing with (personality
) problems. Community organization work requires practical, political insight and leadership (able
), while a grasp of the large social and political picture and the ability to devise large scale (solve
) are essential to social policy and planning. Some social workers begin their careers in one specialty and later decide to change to another. The majority of social work jobs are (fund
) directly or indirectly by governments – municipal, provincial or federal. Some social workers work for agencies funded by voluntary (donate
). Job settings include family and child welfare agencies, hospitals and other health care facilities, group homes and hostels, (addict
) treatment facilities, social assistance offices where social workers (provision
) help to individuals, families and small groups. Community organizers work out of settlement houses, community centres and grassroots social action organizations. Social workers (specialize
) in social policy and planning are usually employed in government ministries or departments or in voluntary associations such as planning councils. Research is carried out from universities, government departments and in some of the large social agencies and institutions. A growing number of social workers are (self-employment
), offering services directly to the public for fees, or contracting their services to large organizations. 1. Social work, social care, residential care deliver services in the following settings: a) social services offices; b) kindergartens; c) universities. 2. Medical and public health social workers… a) focus on food, shelter and clothing; b) provide psychosocial support needed to cope with chronic, acute, or terminal illnesses, such as Alzheimer's disease, cancer, or AIDS; c) develop programs to address such issues as child abuse, homelessness, substance abuse, poverty, and violence. 3. Day centres are attended on a daily basis by people… a) on holiday; b) on work trips; c) with different social needs. 4. Social services offices deliver services to… a) people having high-powered jobs; b) suffering life crisis; c) longing for cooperation. 1. What area of social work would you like to specialize in? Why? a) work with community organizations; b) work with community agencies in program planning and implementation; с) work with the elderly; d) work with the unemployed and underemployed; e) work with people encountering difficult life transitions; f) social research in the community; g) work with the developmentally and physically challenged; h) work with juvenile delinquents; i) work with at risk school children. 2. Are you interested in working with abused children or with couples who are having trouble in their relationships? 3. Would you like to help people with drug or alcohol problems or assist disabled people to realize their potential? 4. Would you like to assist people to influence the quality of life of their communities and neighbourhoods? Could you see yourself helping groups organize to get better housing, improved health care or safer neighbourhoods? 5. Would you like to use your knowledge and skill to help shape better social policies? 6. Are you keen to delve into the causes of specific social ills, or to grapple with questions about which social programs really work and why? 7. Do you think that employment of social workers is expected to grow for all occupations? What social trends will create greater demand for social services? 8. Would you rather work full-time or part-time, or go into private practice? 9. Are you prepared to work evenings and weekends to meet with clients, attend community meetings, handle emergencies? 10. Would you mind travelling locally to visit clients? 11. How do you think you would cope with understaffing and large caseloads, which add to the pressure in this job? 12. Do you consider yourself a person who is emotionally mature, objective, and sensitive to people and their problems? 13. Would you be able to handle responsibility, work independently, and maintain good working relationships with clients and coworkers? Social work is a profession for those who have a strong desire to help improve people's lives. Social workers help people function the best way they can in their environment, deal with their relationships, and solve personal and family problems. Social workers often see clients who face a life-threatening disease or a social problem. These problems may include inadequate housing, unemployment, serious illness, disability, or substance abuse. Social workers also assist families that have serious domestic conflicts, including those involving child or spousal abuse. Social workers often provide social services in health-related settings that now are governed by managed care organizations. Most social workers specialize. Although some conduct research or are involved in planning or policy development, most social workers prefer an area of practice in which they interact with clients. There are child, family, and school social workers, medical and public health social workers, mental health and substance abuse social workers. Other types of social workers include social work planners and policymakers, who develop programs to address such issues as child abuse, homelessness, substance abuse, poverty, and violence. These workers research and analyze policies, programs, and regulations. They identify social problems and suggest legislative and other solutions. They may help raise funds or write grants to support these programs. Для того чтобы правильно выполнить работу № 1, необходимо усвоить следующие разделы курса английского языка, используя рекомендованную литературу. 1. Имя существительное. Множественное число. Артикли и предлоги как показатели имени существительного. Степени сравнения имён прилагательных. 2. Числительные. 3. Местоимения: личные, притяжательные, вопросительные, указательные, неопределённые и отрицательные. 4. Форма настоящего (Present
), прошедшего (Past
) и будущего (Future
) времен групп Indefinite
(Simple
), Continuous
(Progressive
) действительного и страдательного залогов (Active
Voice
, Passive
Voice
). Спряжение глаголов to be
, to have
в Present
, Past
и Future
Indefinite
(Simple
). Повелительное наклонение и его отрицательная форма. 5. Простое распространённое предложение: прямой порядок слов повелительного и побудительного предложений в утвердительной форме; обратный порядок слов вопросительного предложения. Оборот there
is
(are
). 6. Модальные глаголы (can
, may
, must
) и их эквиваленты. I was one of six children. I have two younger brothers and three elder sisters. My father was not a wealthy man and we lived in a three-bedroom house, so conditions at home were always quite cramped and there was little privacy. Yet I consider that I was extremely fortunate. The house was on the outskirts of a small town. Meadows, woods and even a friendly stream lay within walking distance of our home. My mother and father were far too busy to occupy themselves with my affairs, so the greater part of my upbringing was left to my sisters. If I am now a comparatively calm and placid person, able to cope tolerably well with those problems that life presents us with, it is, I firmly believe, due to the fact that I was allowed to grow up without too much fuss being made of me. The most dreadful fate that I can imagine would be that of growing up as an only child. All mothers and fathers experiment on their unfortunate firstborn. They read the latest baby books, they attend clinics and courses of lectures. They listen to the advice of maiden aunts. They debate the exact moment to present him or her with solid food. What they find extremely difficult to do is to allow their children to grow up at his own pace, to make his own mistakes and quietly learn from them. As soon as the second baby is on the way, the first escapes from this period of close attention. He begins to get away with things. He discovers that even if he does eat sandwiches with dirty hands, or unripe apples that have fallen from the tree, he may not be sick in the night. He acquires a sense of proportion regarding his own importance. But what happens to the only child? Never, or at least not until it is far too late to do anything about it, does he or she escape from the minute examination of his every action. It is a miracle if he does not grow up a nervous person constantly worrying about his health, a wholly self-centered being, who shivers at the sight of his own reflection in the mirror. 1. Can you describe the place where the author lived when he was a child? 2. Was he an only child in the family? 3. Who was occupied with the upbringing of the author? 4. What character does the author have? 5. Is it easy to be an only child in the family in his opinion? Why? Why not? 6. Do you agree with the author that being an only child in the family is a real problem? 1. условия в доме всегда были довольно стесненными; 2. не хватало уединения; 3. быть чрезвычайно счастливым; 4. на окраинах маленького городка; 5. способный справляться с проблемами; 6. вздрагивать при виде своего отражения в зеркале. 1. She lives in a very small flat, so conditions at home are cramped and … little privacy. 2. … meadows, woods and even a friendly stream near the place he lived. 3. … five children in the family: four boys and a girl. 4. Soon … a new shop in the center of the town. 5. … any pictures in this book? 6. … no accommodation available. 1. In Britain an average family consists of … mother, … father and two or three children. 2. For … weekend we sometimes go to … village where my mother has … house. 3. He works at … big automobile plant as … engineer. 4. She is … teacher of … music and plays … piano well. 5. She is … pupil of … 9th
form. She does well at … school and gets only … good and … excellent marks. 6. In … evenings we watch … TV, read … books and … newspapers, listen to … music or just talk about … events of … day. 1. If you eat an unripe apple that has fallen … the tree, you may be sick … night. 2. My grand-grandmother is … poor health and she lives … my grandmother's family. 3. My sister is married and has children … her own. 4. My friend's family lives … a private house. 5. It is quite rare … Britain … grandparents, aunts and uncles to share the house … the family. 6. They usually go … bed … about midnight. 1. His father (to like
) his work and (to
spend
) most of his time there. 2. Last year I (to leave
) school and (to enter
) the University. Now I (to be
) 3. He also encouraged me in my desire to become a teacher of Literature, saying that it (to be
) one of the most interesting professions he ever (to know
). 4. I (to have
) many friends at school. Look at this picture, we all (to take
) photo in it. 5. She (to finish
) school in two years. 6. He (to be
) a good sportsman now but he (not to like
) to speak about his sport achievements. Nick:
Mum, I want to tell you something … . Mother:
What is it, dear? Nick:
I'm going to get married. Mother:
Get married?! You must be joking. Nick:
Nothing of the kind. It's my … decision. I'm not a … any more. Mother:
Good …! But you are only 18. I hope you are not serious. Nick:
Absolutely serious. Mother:
But who is that poor thing? Nick:
It's Helen, you know her. Helen is a … of a girl, the sweetest girl I've ever met! I can't see my … without her. Mother:
Oh, no! Helen is out of the … . She is too young. She can't even cook, likes good … and doesn't work yet. Your marriage is sure to fall on my … . Nick:
Don't worry. It is not as bad as that. We are going to live with her … . 1. … I try on this blue raincoat? – Certainly. Here is the fitting room. 2. He … speak many foreign languages. 3. You … park the car there. It's forbidden. 4. Jack … laugh at John. John feels hurt. 5. You … go shopping. I have already bought all necessary things. 6. … you play any musical instrument? My father was not a wealthy man and we lived in a three-bedroom house, so conditions at home were always quite cramped and there was little privacy.
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