Практикум по культуре речевого общения первого иностранного языка (1/2)

Практические задания (ПЗ) в ММУ по предмету Практикум по культуре речевого общения первого иностранного языка (1/2)

Рекомендации к выполнению практических заданий

Учебным планом предусмотрено прохождение практических занятий по дисциплинам.
В рамках практических занятий студенты выполняют практические задания, следовательно, выполнение указанных заданий является обязательным для получения положительной оценки по дисциплине.

1. Задания рекомендуется выполнять в течение всего учебного семестра до окончания срока представления письменных (курсовых) работ (сроки см. в графике работы в семестре);
2. Выполнение заданий оформляется в письменном виде (текстовый файл с титульным листом (см. бланк титульного листа на странице дисциплины));
3. Файл необходимо загружать в соответствующий раздел дисциплины. По примеру курсовой работы.
4. Выполнение заданий оценивается преподавателем «Выполнено/Не выполнено» в течение всего семестра;
5. Возврат файла на доработку возможен только 1 раз в сроки загрузки письменных (курсовых) работ;
6. Выполнить по выбору обучаемого ТРИ практических занятия. Важно! Выполняем полностью.

Практические задания в ММУ постоянно меняют: если Ваше ПЗ отличается, пишите нам, скорее всего у нас есть уже новое!

Практическое занятие 1.
Тема 1. Знакомство. Внешность. Одежда. Правила поведения и дресс-кода
План занятия:
1. Getting acquainted
2. Appearance
3. Clothes
4. Rules of behavior
5. Dress code
1. GETTING ACQUAINTED
1.1. Answer the following questions:
1. How do you usually greet your friends?
2. What do you say when you introduce youself to a stranger? 3. What do you say when you introduce someone to someone?
1.2. Read the text silently and then out aloud.
The first time you meet someone it is polite to greet him or her. The way you greet someone depends on the situation and the relationship you have with the person. There are two common types of greetings for «Hello» and «Goodbye» in modern English: formal and informal, and we will be looking at them in detail.
The most formal greeting in English is «How do you do?». This greeting is used most frequently in the workplace, or to show respect towards somebody who is older or more important than you are. The most obvious response to this greeting would be «I’m doing well, thank you, and you?», however, most people just repeat «How do you do?» right back, and it is perfectly acceptable to do so.
Another variation of this greeting is «Hello, nice to meet you». This is a polite way of introducing yourself and is often followed by «Pleased / Nice to meet you, too».
Greeting someone according to the time of day is another popular form of greeting. Please be aware that «Goodnight» is never used, unless you are saying «Goodbye» to someone after an evening meal, drinks or event. If you are meeting someone at 9 pm before a meal or an event, remember to use «Good evening». A more informal way of using these types of greetings is to shorten them and simply say «Morning», «Afternoon» and «Evening». The best way to reply is to repeat the greeting back. «Hello» is the easiest and most popular way of greeting someone in social or semi-social occasions or even in some relaxed workplaces. This is often abbreviated to «Hi» or «Hiya! ». «Hiya» is an abbreviation of «How are you?». But in most cases there is no need to say «How you are» and all you need to do is repeat «Hiya» back.
All the How questions are pretty informal and are usually used to greet somebody you know or have met before. In response it is polite to show an interest in the person and to follow your reply with «What about you?» or something similar.
The degree of formality in What questions is very low as the relationship between the speakers is well-established. You probably know what they have been up to, hence the answer «Nothing much». The respective goodbye response in such situations in the UK are «Catch you later» and a «Have a good one» (a cool way of saying have a good day!).
«All right, mate?» is a greeting which is British and which literally means «Are you all right, my friend?». Nowadays it simply means «Hello, how are you?» between close friends and family. The informality transpires in the answer as well («Yep, and you?» / «Yep, hunky dory» / «Yep, hiya! »).
Learning how to introduce yourself is an essential part of learning how to converse in English. Introductions are also an important part of making small talk at parties or other social events. Introductory phrases are different from the ones we use to greet friends, but they are often used together as parts of the
broader conversation, as you will see. Introductions can occur between more than two people, for example at a party or at a business meeting.
When you meet someone for the first time, it is common to greet them by saying «It’s a pleasure to meet you» or «Pleased to meet you». It is polite to respond by repeating the statement back at them.
In informal situations, especially in the USA, introductions are also made simply saying «This is … (name)». It is also common to just say «Hi» or «Hello» as a response in this informal setting. Beyond the greeting, which may involve a verbal acknowledgment and sometimes a handshake, facial expression, gestures, body language, and eye contact can all signal what type of greeting is expected.
1.3. Decide if the following statements about the text are true or false:
1. The first time you meet someone it is polite to greet him or her.
2. «How do you do?» is used to show respect towards somebody.
3. Greeting someone according to the time of the year is very popular.
4. In formal situations, «Hello» is often abbreviated to «Hi».
5. When you meet someone after 9 pm, there is no need to greet them.
1.4. Answer the following questions:
1. Is «Hello» the easiest and most popular way of greeting someone?
2. What types of questions are used to greet somebody you know?
3. Why is learning how to introduce yourself important?
4. What common ways of saying goodbye are there in English?
5. Is it polite to show an interest in the person you meet?
1.5. Complete the following statements using information from the text:
1. The way you greet someone depends on …
2. A polite way of introducing yourself and is often followed by …
3. The degree of formality in What questions is very low as …
4. Introductions are an important part of …
5. In American English introductions are made simply saying …
1.6. Summarise the key points of the text and retell it.
1.7. Translate the text in a written form.
2. APPEARANCE
2.1. Answer the following questions:
1. How would you describe yourself?
2. Who do you look like?
3. What special features do you have?
2.2. Read the text silently and then out aloud.
Appearance is the way someone or something looks. We describe people all the time. For example, you might tell your friends what your boss is like. You might tell your sister what that cute person you saw looks like. Even outside of everyday conversations, it is very useful to know how to describe people. Descriptions are used in books, in articles and in other kinds of communication in English. Reading or hearing a description of someone can give you a better idea of what they look like or act like.
This is a list of adjectives to describe a person’s appearance: beautiful (My younger sister is very beautiful); handsome (He’s the most handsome man I’ve ever met); cute (That’s a cute little baby); thin (She was looking pale and thin); tall (She’s tall and thin); chubby (She was eleven years old and pretty in a chubby sort of way); muscular (He was tall, lean and muscular); attractive (The actress is an attractive woman).
Some ways of describing people are polite and respectful. Of course, other ways to describe people can be considered rude. For example, saying someone is full-bodied or curvy is nicer than saying that they are fat. However, if you have to think of a nicer way to say something, maybe it is better not to say it at all. Use judgment and common sense. Think about how you would feel if you heard someone using the same words to describe you.
To describe someone’s height, you can say they are tall or short. Tall people are higher than short people. Someone who is thin and tall can be called lanky. To say someone is short and also small, you can say they are petite. If you are talking about a child, they might be pint-sized.
Someone who weighs more than average can be curvy, well-built, full-bodied or heavy. Curvy is usually only used to describe women. You might also say someone has some meat on their bones. This is a casual way of saying they are overweight, and it might seem rude to someone sensitive. The opposite of overweight can be thin, slim or skinny.
Light, yellowish hair can be described as blonde. But you can also call a person who has that kind of hair a blonde. This means blonde can be used as a noun or an adjective. A person with dark hair can be called a brunette. Someone with red hair can be called a redhead.
Besides what color someone’s hair is, you also can say they are short-haired or long-haired. You can say they have curly, straight or wavy hair. Sometimes hair can also be frizzy, which is when it looks puffy with small, tight curls. If someone has no hair at all on their head, they are bald.
Men sometimes have hair on their faces. Hair that covers the chin and cheeks is called a beard. When there is hair only above the lips it is a moustache. A beard that is only on the chin can be called a goatee. None of these are adjectives. They are all nouns. To describe someone with a beard, you would say, «He has a beard».
How does a person look overall? If you think a woman is attractive, you can say she is beautiful, pretty or maybe even gorgeous (very beautiful). You can call an attractive man handsome. Both men and women can be good-looking. If you are speaking very casually, good-looking men or women can be hot. To say someone is not very good-looking, you can say, «They are not much to look at». This is not a nice way to describe someone, but it is better than ugly.
If someone dresses well, they are smartly dressed or they look smart. You can also just say they are well-dressed. If someone dresses fashionably, they are stylish or trendy. If someone has bad taste in clothes, you can say they are unfashionable. A less nice way to say this is frumpy.
People can be sensitive about their body shape or age, so be careful when you are describing people. In particular, three words that can cause offense are «fat», «thin» and «old». Using «a bit» or «a little» before adjectives can make what you say sound more tactful. For example, «He’s a little heavy» or «She’s a bit overweight» are less direct and more polite.
2.3. Decide if the following statements about the text are true or false:
1. It is not very useful to know how to describe people.
2. There are some ways of describing people that can be considered rude.
3. People can be sensitive about their appearance or age.
4. It is natural for people to describe other people or things.
5. An attractive woman can be described as handsome.
2.4. Answer the following questions:
1. How can «appearance» be defined?
2. What adjectives are used to describe a person’s appearance?
3. What are the opposite words of «overweight»?
4. What adjectives can be used for describing the way someone dresses?
5. What rude words should be avoided when describing people?
2.5. Complete the following sentences using information from the text:
1. Reading or hearing a description of someone can give you …
2. If someone dresses fashionably, they are … 3. Remember that you need to be quite careful when …
4. If someone has some meat on their bones, he or she is …
5. To say someone is not very good-looking, you can say …
2.6. Summarise the key points of the text and retell it.
2.7. Translate the text in a written form.
3. CLOTHES
3.1. Answer the following questions:
1. What are your favourite clothes?
2. Where do you usually buy clothes?
3. What clothing brands do you like to wear most?
3.2. Read the text silently and then out aloud. Clothes are the things that people wear to cover their body or keep warm. Clothes are typically made of fabrics or textiles, from animal skin or other thin sheets of materials put together. The wearing of clothes is mostly restricted to human beings and is a feature of all human societies. The amount and type of clothing worn depends on gender, body type, social, and geographic considerations. Clothing serves many purposes: it can serve as protection from the elements, rough surfaces, rash-causing plants, insect bite, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions, and they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from ultraviolet radiation. The most obvious function of clothing is to protect the wearer from the elements. In hot weather, clothing provides protection from sunburn or wind damage. In the cold it offers thermal insulation. Shelter can reduce the functional need for clothing. For example, coats, hats, gloves, and other outer layers are normally removed when entering a warm place. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer regions and seasons than in colder ones. Clothing performs a range of social and cultural functions, such as individual, occupational and gender differentiation, and social status. In many societies, norms about clothing reflect standards of modesty, religion, gender,
and social status. Clothing may also function as adornment and an expression of personal taste or style. Clothing has been made from a very wide variety of materials, ranging from leather and furs to woven fabrics to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing. Clothing protects against many things that might injure or irritate the uncovered human body, including rain, snow, wind, and other weather, as well as from the sun. Garments that are too sheer, thin, small or tight offer less protection. Appropriate clothes can also reduce risk during activities such as work or sport. Some clothing protects from specific hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Humans have devised clothing solutions to environmental or other hazards: such as space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeping gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. The distinction between clothing and protective equipment is not always clear-cut, since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. The choice of clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes. Someone who lacks the means to procure reasonable clothing due to poverty or affordability, or simply lack of inclination, is sometimes said to be scruffy, ragged, or shabby. In Western societies skirts, dresses and high-heeled shoes are usually seen as women’s clothing, while neckties are usually seen as men’s clothing. Trousers were once seen as exclusively male clothing, but can nowadays be
worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear clothing perceived as masculine, while the opposite is seen as unusual. Clothing designed to be worn by either sex is called unisex clothing. Unisex clothes, such as T-shirts, tend to be cut straighter to fit a wider variety of bodies. The majority of unisex clothing styles have started out as menswear, but some articles, like the fedora, were originally worn by women. In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. In China, before establishment of the republic, only the emperor could wear yellow.
3.3. Decide if the following statements about the text are true or false: 1. Clothes are the things that people wear to cover their body or keep warm. 2. Clothing can provide compensation from ultraviolet radiation. 3. The main function of clothing is to protect the wearer from the aliens. 4. Appropriate clothes can reduce risk during activities such as work or sport. 5. In some societies, clothing may be used to indicate rank or status.
3.4. Answer the following questions:
1. Why do people wear clothes?
2. What does the amount and type of clothing worn depend on?
3. What social and cultural functions does clothing perform?
4. What specific hazards can clothing protect from?
5. What type of clothing is called unisex?
3.5. Complete the following sentences using information from the text:
1. Сlothing can serve as protection from …
2. Shelter can reduce the …
3. Clothes can insulate against …
4. It is generally acceptable for a woman to …
5. Not all body coverings are regarded as …
3.6. Summarise the key points of the text and retell it.
3.7. Translate the text in a written form.
2. RULES OF BEHAVIOR
2.1. Answer the following questions: 1. What is considered to be good behavior in modern society? 2. What examples of bad behavior have you ever faced?
3. What are the best ways of managing problematic behavior?
2.2. Read the text silently and then out aloud. Rules of behavior is a set of rules outlining the norms, rules, and responsibilities of, or proper practices for, an individual, a party or an organization. Related concepts include ethical, honor, moral codes, norms of behaviour and religious laws.
For example, a company code of conduct is a set of rules, which is commonly written for employees of a company, which protects the business and informs the employees of the company’s expectations. It is appropriate for even the smallest of companies to create a document containing important information on expectations for employees. The document does not need to be complex, or have elaborate policies. Failure of an employee to follow a company code of conduct can have negative consequences.
A code of conduct can be an important part in establishing an inclusive culture, but it is not a comprehensive solution on its own. An ethical culture is created by the organization’s leaders who manifest their ethics in their attitudes
and behavior. Studies of codes of conduct in the private sector show that their effective implementation must be part of a learning process that requires training, consistent enforcement, and continuous improvement. Simply requiring members to read the code is not enough to ensure that they understand it and will remember its contents. The proof of effectiveness is when employees feel comfortable enough to voice concerns and believe that the organization will respond with appropriate action.
Fundamental British values reflect life in modern Britain. These values are Democracy, Rule of Law, Respect and Tolerance, Individual Liberty. Fundamental British values underpin what it is to be a citizen in a modern and diverse Great Britain valuing our community and celebrating diversity of the UK. Fundamental British values are not exclusive to being British and are shared by other democratic countries as a way of creating an orderly society, where individual members can feel safe, valued and can contribute for the good of themselves and others.
A social norm is the accepted behavior that an individual is expected to conform to in a particular group, community, or culture. These norms often serve a useful purpose and create the foundation of correct behaviors. In other words, social norms allow you to expect the events that will occur in a particular setting. This allows you to prepare yourself for a situation and reduces the amount of stress that you would feel leading up to a situation that you felt uncertain of what was expected.
Social norms are most noticeable when they are not followed. They remain stable because most people are taught to follow them and agree to do so willingly. Even if a person does not feel like following a social norm, he or she may do it because of the social pressure that is placed on him or her to conform.
For example, in the United States, it is customary to give gifts during the winter holiday season. These gifts may vary from baking cookies for your
neighbor to receiving a holiday bonus at work. It is so much a part of the culture that most people do it automatically.
Let us say that you suddenly decide that you do not want to give gifts during the holidays. It may not be easy to change your actions. If you stop giving gifts, others may think that you are selfish. It might also make you feel uncomfortable when someone gives you a gift. You do not want others to think poorly of you, and you do not want to feel uncomfortable, so you do not change your behavior and continue giving gifts during the holidays.
Our day-to-day behaviour is influenced strongly by what we understand to be the prevailing social norms or social customs. Social norms become accepted by the majority of a given community of people. Examples of social norms are the following:
 The changing social stigma of drink driving and driving safely including observing speed limits.
 Observing white lines in car parks.
 Queuing behaviour in shops.
 Social norms about how much effort we put in at work.
 Impact on people’s behaviour of smoking bans in public places.
 Making seat belts compulsory – this appears to have created new habits or conventions, which became self-sustaining.
 Social norms about giving, e.g. for charitable fund-raising.
 Social norms around paying taxes.
 Corruption may become an engrained social norm in different societies.
Individuals are not robots. Rather, people are malleable and emotional actors whose decision making is influenced by contextual cues, local social networks and social norms, and shared mental models. It is important to understand that most of the decisions we take are hugely contextual. Social network effects can amplify different types of behaviour (both good and bad). Influencing or nudging people to think socially may prompt significant
behavioural change. Individuals are social animals who are influenced by social preferences, social networks, social identities, and social norms
When you do not conform to the social norms that are accepted by your culture or group, it is considered an abnormal behavior. This is called deviance. There are varying degrees of deviance that are accepted by different groups. However, you face being rejected by the group if your disobedience to social norms is too excessive to be tolerated.
Imagine you enter an elevator full of people and, rather than turning to face the door, you continue to face the other people in the elevator. At best, you will receive some uncomfortable looks from the other people in the elevator. This is because you are showing deviance to the social norm of turning around to face the door in an elevator. Your behavior makes the other members of the group feel uncomfortable. If they feel too uncomfortable, they may avoid getting into an elevator with you in the future.
4.3. Decide if the following statements about the text are true or false:
1. A company code of conduct is written for employers of a company.
2. Fundamental British values are shared by other democratic countries.
3. An abnormal behavior is called deviance.
4. Corruption may become an engrained social norm in different societies.
5. Individuals are not influenced by social preferences and social norms.
4.4. Answer the following questions:
1. What is a company code of conduct?
2. What values are considered to be fundamental in modern Britain?
3. What is a social norm of behavior?
4. Why do social norms remain stable?
5. What kind of behavior is called deviant?
4.5. Complete the sentences using the information from the text. 1. Rules of behavior is a set of rules …
2. Fundamental British values reflect …
3. Social norms are most noticeable when …
4. Our day-to-day behaviour is influenced by …
5. Individuals are social animals who …
4.6. Summarise the key points of the text and retell it.
4.7. Translate the text in a written form.
3. DRESS CODE
3.1. Answer the following questions: 1. What is a dress code? 2. Why is a dress code important?
3. What types of dress code do you know?
3.2. Read the text silently and then out aloud.
A dress code is a set of rules, often written, with regards to clothing. Dress codes are created out of social perceptions and norms, and vary based on purpose, circumstances and occasions. Different societies and cultures are likely to have different dress codes, western dress codes being a prominent example. Dress codes are symbolic indications of different social ideas, including social class, cultural identity, attitude towards comfort, tradition and political or religious affiliations.
Each country has its own set of cultural values and norms. Wherever you go these norms and laws regarding clothing are subject to change depending on the region and culture. For example nudity is something that changes in acceptability depending on where you are. In New Guinea and Vanuatu, there are areas where it is customary for the men to wear nothing but penis sheaths in public. Women wear string skirts in remote areas of Bali, women may go topless. This is uncommon in more Western countries. Although in America and some parts of Europe, there are nude beaches.
Employees are sometimes required to wear a uniform or certain standards of dress, such as a business suit or tie. This may depend on particular situations,
for example if they are expected to interact with customers. These policies vary depending on the industry with lawyers, bankers, and executives often wearing a suit and a tie.
Requiring men and women to dress differently at the workplace can be challenged because the gender-specific dress codes would be based on one sex and could be considered stereotypical. Most businesses have authority in determining and establishing what workplace clothes they can require of their workers. Generally, a carefully drafted dress code applied consistently does not violate anti-discrimination laws. So long as the dress code does not favor one gender over the other it is usually acceptable by law for employers to have a private dress code.
In Western countries a formal or white tie dress code typically means tailcoats for men and full-length evening dresses for women. Semi-formal has a much less precise definition but typically means an evening jacket and tie for men (known as black tie) and a dress for women.
Business casual typically means not wearing neckties or suits, but wearing instead collared shirts, and trousers (not black, but more relaxed, including things such as corduroy). Casual typically just means clothing for the torso, legs and shoes. Wedding Casual defines yet another mode of dress, where guests dress respectfully, but not necessarily fancily.
Business casual dress is a popular workplace dress code that emerged in white-collar workplaces in Western countries in the 1990s, especially in the United States and Canada. Many IT businesses in Silicon Valley were early adopters of this dress code. In contrast to formal business wear such as suits and neckties (the international standard business attire), the business casual dress code has no generally accepted definition; its interpretation differs widely among organizations and is often a cause of sartorial confusion among workers.
In general, business casual means dressing professionally, looking relaxed, yet neat and pulled together. Business casual dress is the mid ground between
formal business clothes and street clothes. Generally, neckties are excluded from business casual dress, unless worn in nontraditional ways. The acceptability of blue jeans and denim cloth clothing varies – some businesses consider them to be sloppy and informal.
Young in Britain and in the USA, like all young people around the world, wear casual clothes: jeans, sweatshirts and sneakers. In schools, students don’t wear uniform, but in many schools there is a dress code: a student can’t wear a T-shirt with something written on it.
But on special occasions, young people wear formal clothes. At the end of their senior year, when students are in their last year in high school (they are about 17 years old), they go to the school prom. Getting ready for the prom is a big thing! Girls buy or rent evening gowns and boys wear suits and ties and sometimes rent tuxedoes. Teachers also go to the prom. Everyone dances to the music of a DJ or to the school band.
Another big thing for seniors is graduation day, the day when the students receive their diplomas. Boys and girls rent a black cap and a black gown for the ceremony. The principal and the best student give a speech. Then each graduate receives his or her diploma. Parents often film the ceremony, and in American homes you often see graduation pictures on the walls.
In most schools in Britain, public or private, pupils have to wear a uniform: generally a jumper (often a V-neck jumper), a shirt, pants or a skirt, black shoes and sometimes a tie for boys and girls. In some schools, the uniform is more casual: a shirt, a sweatshirt, and black pants or skirts. Pupils have to wear shoes, they can’t wear trainers, hats, caps or hooded sweatshirts. Girls can’t wear long earrings.
5.3. Decide if the following statements about the text are true or false:
1. Dress codes are usually created out of social perceptions and norms.
2. It is customary for the men to wear nothing in some countries.
3. Employees are always required to wear a uniform.
4. Business casual dress is a popular workplace dress code in Vanuatu.
5. Most businesses have authority in determining workplace clothes.
5.4. Answer the following questions:
1. What does a dress code symbolize?
2. What types of dress code are there in British schools?
3. What workplace dress code is popular in Silicon Valley?
4. What does a formal dress code typically mean?
5. What clothes do young people in Great Britain and the USA wear?
5.5. Complete the sentences using the information from the text. 1. Different societies and cultures are likely to have …
2. The norms and laws regarding clothing are subject …
3. Business casual dress is a popular workplace dress code that …
4. In Western countries a formal dress code typically means …
5. In most schools in Britain, public or private, pupils …
5.6. Summarise the key points of the text and retell it.
5.7. Translate the text in a written form.

Методические указания
к практическому занятию по теме 2 «Изучение политической карты мира, названий стран, народов их населяющих»
Практическое занятие по теме 2 состоит из следующих тематических разделов:
Раздел 1. Страны и государства
Лексика: words to talk about states, countries, their features and qualities.
Грамматика: Passive Voice, Non-defining relative clauses.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 2. Нации и национальности
Лексика: words to talk about nations, nationalities and ethnic groups.
Грамматика: Adverbs, Passive Voice.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Все разделы занятия имеют единую структуру и включают: предтекстовое задание; базовый тематически обусловленный текст; послетекстовые задания.
Предтекстовое задание актуализирует тематическое содержание занятия, способствует активизации предшествующих знаний и
персонального опыта, имеющих отношение к теме занятия, вовлекает в
осмысление ключевых вопросов в рамках темы, формирует установку на
чтение, запускает механизм антиципации, т.е. прогнозирования
содержания текста.
Работа с текстом предполагает его:
а) внимательное, вдумчивое чтение про себя с целью полного и
точного понимания прочитанного, его осознания, интерпретации и
запоминания содержащейся в тексте информации;
б) чтение вслух с целью совершенствования техники чтения как
одного из основных факторов, повышающего уровень фонетической
правильности умения читать, обеспечивающего автоматизацию
протекания процессов перцептивной и смысловой переработки
поступающей при чтении информации.
Все тексты заимствованы из оригинальных источников. Их
содержание обеспечивает достаточную тематическую информативность и
полноту рассматриваемых в них вопросов для данного уровня обучения.
Послетекстовые задания нацелены на совершенствование умений
поискового и изучающего чтения, на оценку уровня понимания
прочитанного, на совершенствование лексических навыков чтения и
говорения, на развитие речевого умения выделять и запоминать ключевую
информацию и передавать ее в устной форме на английском языке, на
развитие умения письменно осуществлять перевод с английского языка на
русский.
В рамках практического занятия вам следует выполнить все задания,
поскольку их выполнение является необходимым условием для сдачи
зачета. Задания рекомендуется выполнять строго в той
последовательности, в которой они представлены. Выполнение
письменных заданий оформляется в форме текстового файла (файл
необходимо загружать в соответствующий раздел дисциплины по примеру
курсовой работы). Выполнение заданий оценивается преподавателем как «Выполнено/Не выполнено». Возврат файла на доработку возможен только 1 раз в сроки загрузки письменных работ. Для получения отметки «Выполнено» необходимо выполнить все задания практического занятия.

Практическое занятие 2
Тема 2. Изучение политической карты мира, названия стран и народов их населяющих
План занятия:
1. Countries, states and their capitals
2. Nations and nationalities
1. COUNTRIES, STATES AND THEIR CAPITALS
1.1. Answer the following questions:
1. How many states are there in the modern world?
2. What English-speaking countries do you know?
3. What are the typical features of a modern state?
1.2. Read the text silently and then out aloud.
A country is a political state or nation or its territory. It is often referred to as the land of an individual’s birth, residence, or citizenship. A country may be an independent sovereign state or part of a larger state, as a non-sovereign or formerly sovereign political division, a physical territory with a government, or a geographic region associated with sets of previously independent or differently associated people with distinct political characteristics.
A state can be defined as a territorially defined political unit that exercises ultimate internal authority and that recognizes no legitimate external authority over them. In the modern era, states have become the most important political units in defining the identity of most people. States have a number of defining characteristics. The main defining characteristic of a state is sovereignty. The concept of a sovereign state is centered on the fact that a state has independent authority over its territory. A sovereign state does not have to answer to superior authorities and has the right to go about its day to day running without interference from other entities. Territory and population are two obvious requirements of a state. For statehood to be achieved, a political entity’s
independence must be recognised by other countries i.e. diplomatic recognition must be granted. A state must also have an internal government and have the support of its population.
The largest country in the world is Russia, while the most populated is China. There is no universal agreement on the number of countries in the world since a number of states have disputed sovereignty status. By an application of the constitutive theory of statehood, there are 206 sovereign states; of which 193 are members of the United Nations Organization (UNO), two have observer status at the UNO (the Holy See and Palestine), and 11 others are neither a member nor observer at the UNO. Two entities, Taiwan and Kosovo, are recognized by some but not all members of the United Nations. The latest proclaimed state is South Sudan since 2011.
The degree of autonomy of non-sovereign countries varies widely. Some are possessions of sovereign states, as several states have overseas territories (such as French Polynesia or the British Virgin Islands), with citizenry at times identical and at times distinct from their own. Such territories, with the exception of distinct dependent territories, are usually listed together with sovereign states on lists of countries, but may nonetheless be treated as a separate country of origin in international trade, as Hong Kong is.
A few states consist of a union of smaller polities, which are considered countries: The Kingdom of the Netherlands includes four separate countries: Netherlands, Aruba, Curacao, and Sent Maarten. The United Kingdom includes England, Scotland, Wales and Northern Ireland. The Kingdom of Denmark includes three separate countries: Denmark, Faroe Islands and Greenland.
Several organizations seek to identify trends in order to produce country classifications. Countries are often distinguished as developing countries or develop countries. A developing country is a country with a less developed industrial base and a low Human Development Index (HDI) relative to other
countries. A developed country is a sovereign state that has a developed economy and advanced technological infrastructure relative to other less industrialized nations.
While the terms country, state, sovereign state, nation, and nation-state are often used interchangeably, there is a difference. Simply put:
 A state is a territory with its own institutions and populations.
 A sovereign state is a state with its own institutions and populations that has a permanent population, territory, and government. It must also have the right and capacity to make treaties and other agreements with other states.
 A nation is a large group of people who inhabit a specific territory and are connected by history, culture, or another commonality.
 A nation-state is a cultural group (a nation) that is also a state (and may, in addition, be a sovereign state).
The word country can be used to mean the same thing as state, sovereign state, or nation-state. It can also be used in a less political manner to refer to a region or cultural area that has no governmental status. Examples include Wine Country (the grape-growing area of northern California) and Coal Country (the coal-mining region of Pennsylvania).
State, nation, and country are all terms that describe groups of people who live in the same place and have a great deal in common. But while states and sovereign states are political entities, nations and countries might or might not be.
A sovereign state (sometimes called an independent state) has the following qualities:
 Space or territory that has internationally recognized boundaries.
 People who live there on an ongoing basis.
 Regulations governing foreign and domestic trade.
 The ability to issue legal tender that is recognized across boundaries.
 An internationally recognized government that provides public services
and police power and has the right to make treaties, wage war, and take other actions on behalf of its people.
 Sovereignty, meaning that no other state should have power over the country’s territory.
Many entities have geographical and cultural significance and many of the qualities of a sovereign state but are not independent sovereign states. These include territories, non-sovereign states, and nations.
Territories of sovereign states are not sovereign states in their own right. Many entities have most of the most qualities of sovereign states but are officially considered to be non-sovereign. Many have their own histories, and some even have their own languages. Examples include: Hong Kong, Bermuda, Greenland, Puerto Rico, Northern Ireland, Wales, Scotland, and England, which are non-sovereign parts of the United Kingdom
The word state is also used to refer to geographic sections of sovereign states that have their own governments but are subject to a larger federal government. The 50 United States are non-sovereign states.
A capital is a city (area of a country, province, region, or state), which is regarded as enjoying primary status, usually but not always the seat of the government. The capital is often the largest city of its constituent, though not always. A capital or capital city is the municipality exercising primary status in a country, state, province, or other administrative region, usually as its seat of government. A capital is a city that physically encompasses the government’s offices and meeting places; the status of the capital is often designated by its law or constitution. In some jurisdictions, including several countries, the different branches of government are located in different settlements. In some cases, a distinction is made between the official capital and the seat of government, which is in another place.
Capital cities that also serve as the prime economic, population, cultural, or intellectual centers of a nation or an empire are sometimes referred to as primate
cities. For a example: Athens, Bangkok, Brussels, Copenhagen, Cairo, London, Mexico City, Paris, Lima, Seoul, and Tokyo.
In several English-speaking states, the terms county town and county seat are also used in lower subdivisions. In some unitary states, subnational capitals may be known as administrative centers. In the United Kingdom, there are some historic county towns, which are often not the largest settlement within the county and often are no longer administrative centers, as many historical counties are now only ceremonial, and administrative boundaries are different.
A capital city naturally attracts politically motivated people and those whose skills are needed for efficient administration of national or imperial governments, such as lawyers, political scientists, bankers, journalists, and policy makers.
1.3. Decide if the following statements about the text are true or false:
1. The main defining characteristic of a state is sovereignty.
2. There are 193 sovereign states in the world. 3. A developing country is a country that has a developed economy.
4. There are 50 non-sovereign states in the United States of America.
5. The status of the capital is designated by law or constitution.
1.4. Answer the following questions:
1. What is a country?
2. What are the main qualities of a sovereign state?
3. What country is the most populated?
4. What parts does the United Kingdom consist of?
5. What functions do capital cities perform?
1.5. Complete the following statements using information from the text:
1. The concept of a sovereign state is centered on …
2. Territory and population are two … 3. A developing country is a country …
4. A nation is a large group of people who …
5. A capital is a city, which …
1.6. Summarize the key points of the text and retell it.
1.7. Translate the text in a written form.
2. NATIONS AND NATIONALITIES
2.1. Answer the following questions:
1. What country are you from?
2. What is your nationality?
3. What are the typical traits of your nation?
2.2. Read the text silently and then out aloud.
A nation is a stable community of people, formed on the basis of a common language, territory, history, ethnicity, or psychological make-up manifested in a common culture. Some nations are ethnic groups and some are not (they are multicultural). It is a cultural-political community that has become conscious of its autonomy, unity, and particular interests.
A nation is an imagined community in the sense that the material conditions exist for imagining extended and shared connections. It is an abstract community in the sense that it is objectively impersonal, even if each individual in the nation experiences him or herself as subjectively part of an embodied unity with others. For the most part, members of a nation remain strangers to each other and will likely never meet.
The word nation came from the Old French word «nacion» – meaning «birth», «place of origin», which in turn originates from the Latin word «natio» literally meaning «birth». The word «nation» is sometimes used as synonym for a state or a country. Thus, the phrase «nations of the world» could be referring to the top-level governments (as in the name for the United Nations Organization), various large geographical territories, or various large ethnic groups of the planet.
Depending on the meaning of «nation» used, the term «nation state» could be used to distinguish larger states from small city-states, or could be used to distinguish multinational states from those with a single ethnic group.
Nations are culturally homogeneous groups of people who share a common language, institution, religion, and/or historical experience. Some nations are sovereign states, but many are not.
Nations that hold territory but are not sovereign states include: The Indian Nations of the United States, Bosnia (Bosnia and Herzegovina), Catalonia (in northern Spain), Quebec, Corsica, Sicily, Tibet.
In addition to nations that are non-sovereign states, it can be argued that some nations govern no territory at all. For example, the Sindhi, Yoruba, Rohingya, and Igbo people share histories, cultures, and languages but have no territory. Some states have two nations, such as Canada and Belgium.
When a nation of people has a sovereign state of its own, it is called a nation-state. Populations living in nation-states share history, language, ethnicity, and culture. Iceland and Japan are excellent examples of nation-states: The vast majority of people born in these nation-states share the same ancestry and culture.
Nationality is a legal relationship between an individual person and a state. Nationality affords the state jurisdiction over the person and affords the person the protection of the state. What these rights and duties are varies from state to state. This relationship generally enables intervention by a State to provide help and protection to its nationals when they are harmed by other States.
By custom and international conventions, it is the right of each state to determine who its nationals are. Such determinations are part of national law. In some cases, determinations of nationality are also governed by public international law – for example, by treaties on statelessness and the European Convention on Nationalities.
Nationality differs technically and legally from citizenship, which is a different legal relationship between a person and a country. The most common distinguishing feature of citizenship is that citizens have the right to participate in the political life of the state, such as by voting or standing for election. However, in most modern countries all nationals are citizens of the state, and full citizens are always nationals of the state.
In older texts the word nationality, rather than ethnicity, is often used to refer to an ethnic group (a group of people who share a common ethnic identity, language, culture, lineage, history, and so forth). This older meaning of nationality is not defined by political borders or passport ownership and includes nations that lack an independent state.
Individuals may also be considered nationals of groups with autonomous status that have ceded some power to a larger government.
Nationality is the status that allows a nation to grant rights to the subject and to impose obligations upon the subject. In most cases, no rights or obligations are automatically attached to this status, although the status is a necessary precondition for any rights and obligations created by the state.
In European law, nationality is the status or relationship that gives a nation the right to protect a person from other nations. Diplomatic and consular protection are dependent upon this relationship between the person and the state. A person’s status as being the national of a country is used to resolve the conflict of laws.
Conceptually, citizenship is focused on the internal political life of the state and nationality is a matter of international dealings.
Nationality is sometimes used simply as an alternative word for ethnicity or national origin, just as some people assume that citizenship and nationality are identical. In some countries, the cognate word for nationality in local language may be understood as a synonym of ethnicity or as an identifier of cultural and family-based self-determination, rather than on relations with a state or current
government. For example, some Kurds say that they have Kurdish nationality, even though there is no Kurdish sovereign state at this time in history.
In the context of former Soviet Union and former Socialist Federal Republic of Yugoslavia, nationality is often used as translation of the Russian word «nacional’nost’» and Serbo-Croatian «narodnost», which were the terms used in those countries for ethnic groups and local affiliations within the member states of the federation.
In the Soviet Union, more than 100 such groups were formally recognized. Membership in these groups was identified on Soviet internal passports, and recorded in censuses in both the USSR and Yugoslavia. In the early years of the Soviet Union’s existence, ethnicity was usually determined by the person’s native language, and sometimes through religion or cultural factors, such as clothing. Children born after the revolution were categorized according to their parents’ recorded ethnicities. Many of these ethnic groups are still recognized by modern Russia and other countries.
Similarly, the term nationalities of China refers to ethnic and cultural groups in China. Spain is one nation, made up of nationalities, which are not politically recognized as nations (state), but can be considered smaller nations within the Spanish nation. Spanish law recognizes the autonomous communities of Andalusia, Catalonia, Valencia, Galicia, Aragon, and the Basque Country as nationalities.
Dual nationality is when a single person has a formal relationship with two separate, sovereign states. This might occur, for example, if a person’s parents are nationals of separate countries, and the mother’s country claims all offspring of the mother’s as their own nationals, but the father’s country claims all offspring of the father’s.
Dual nationality was considered a problem that caused conflict between states and sometimes imposed mutually exclusive requirements on affected people, such as simultaneously serving in two countries’ military forces.
Through the middle of the 20th century, many international agreements were focused on reducing the possibility of dual nationality. Since then, many accords recognizing and regulating dual nationality have been formed.
2.3. Decide if the following statements about the text are true or false:
1. A nation is a large group of people having a common origin, language, and tradition and usually constituting a political entity.
2. In the early years of the Soviet Union’s existence, ethnicity was usually determined by the person’s colour of the skin.
3. The word «nation» is sometimes used as synonym for a state or a country.
4. When a nation has a sovereign state of its own, it is called a nation-state.
5. Nationality is the stratum that allows to grant rights to the subject and to impose obligations upon the subject.
2.4. Answer the following questions:
1. What is the difference between a «nation» and a «nationality»?
2. Are all the nations sovereign states?
3. What is an ethnic group?
4. What is the most common distinguishing feature of citizenship?
5. What is dual nationality?
2.5. Complete the following statements using information from the text:
1. Nations are culturally homogeneous groups of people who …
2. The word «nation» is sometimes used as synonym …
3. Nationality is a legal relationship between …
4. Some Kurds say that they have Kurdish nationality, even though …
5. Dual nationality was considered a problem that …
2.6. Summarize the key points of the text and retell it.
2.7. Translate the text in a written form.

Практическое занятие 3
Тема 3. Пресса. Типы периодических изданий. Их особенности и характеристики. Язык средств массовой информации
План занятия:
1. Mass media
2. Newspapers and magazines
3. Television and radio
4. Electronic social media
1. MASS MEDIA
1.1. Answer the following questions:
1. What is mass media?
2. Why is media so influential and important?
3. What are the main functions of mass media?
1.2. Read the text silently and then out aloud. Every day exciting things are happening. Each day is filled with news. People learn the latest news reading newspapers and magazines, watching TV, listening to the radio or surfing the net. The source that the majority of the general public uses to get news and information from is called mass media. The general public typically relies on the mass media to provide information regarding political issues, social issues, entertainment, sports and culture. Mass media is a significant force in modern culture and includes a diverse array of media technologies that reach a large audience via mass communication (newspaper, magazines, radio, television, and the Internet). The technologies through which this communication takes place include a variety of outlets. Print media transmit information via physical objects, such as newspaper and magazines. Broadcast media transmit information electronically via media such as radio or television. Digital media comprises both internet and mobile communication. The organizations that control these technologies, such as
publishing companies, radio and television stations are also known as the mass media.
Each mass medium has its own content types, methods of production and distribution, authors, technicians, and business models. For example, the Internet includes blogs, podcasts, web sites, and various other technologies built atop the general distribution network. Mass media reflects and creates the culture. Communities and individuals are bombarded constantly with messages from a multitude of sources including TV, radio, and magazines, to name a few. These messages promote not only products, but moods, attitudes, and a sense of what is and is not important. Mass media makes possible the concept of celebrity: without the ability of magazines, and news media to reach across thousands of miles, people could not become famous.
The current level of media saturation has not always existed. As recently as the 1960s and 1970s, television, for example, consisted of primarily three networks, public broadcasting, and a few local independent stations. These channels aimed their programming primarily at two‐parent, middle‐class families. Even so, some middle‐class households did not even own a television. Today, one can find a television in the poorest of homes, and multiple TVs in most middle‐class homes. Not only has availability increased, but also programming is increasingly diverse with shows aimed to please all ages, incomes, backgrounds, and attitudes. This widespread availability and exposure makes television the primary focus of most mass‐media discussions. More recently, the Internet has increased its role exponentially as more businesses and households sign on. Although TV and the Internet have dominated the mass media, newspapers and magazines particularly those lining the aisles at grocery checkout stands also play a powerful role in culture, as do other forms of media.
Mass media plays a very important role in organizing public opinion. Millions of people watch TV and read newspapers in their free time. Most of
people cannot do without a newspaper in the underground or during the lunch break. TV also dominates the life of the family most of the time. It is also a habit which impossible to resist. The radio is turned on most of the time, creating a permanent background noise. Mass media denotes a section of the media specifically designed to reach a large audience. The term was coined in the 1920s with the advent of nationwide radio networks, mass-circulation newspapers and magazines. However, some forms of mass media such as books and manuscripts had already been in use for centuries.
Mass media can be used for various purposes, both for business and social concerns. This can include advertising, marketing, propaganda, public relations, and political communication. Entertainment, traditionally through performances of acting, music, and sports, along with light reading.
1.3. Decide if the following statements about the text are true or false: 1. Mass media provides information regarding political and social issues, entertainment, sports and culture. 2. Mass media is a significant force in modern culture and includes a diverse array of media technologies.
3. Publishing companies, radio and television stations are known as utility corporations.
4. Widespread availability and exposure makes radio the primary focus of most mass‐media discussions.
5. Print media transmit information via the Internet and mobile communication.
1.4. Answer the following questions: 1. What sources of information do people use to get news from?
2. How do broadcast media transmit information?
3. What impact does mass media have on culture?
4. What types of mass media are dominant today?
5. What purposes can mass media be used for?
1.5. Complete the following statements using information from the text: 1. People learn news … 2. The general public typically relies on the mass media …
3. Each mass medium has its own … 4. Mass media makes possible …
5. Mass media denotes a section of the media …
1.6. Summarize the key points of the text and retell it.
1.7. Translate the text in a written form.
2. NEWSPAPERS AND MAGAZINES
2.1. Answer the following questions:
1. What newspapers and magazines do you read?
2. Do you prefer paper or electronic versions?
3. What national newspapers are popular in your country?
2.2. Read the text silently and then out aloud. Newspapers and magazines play a very important part in our life. Practically there is no family that does not read them. People can learn many things from newspapers and magazines. Perhaps that is why many years ago an American humorous writer said: «All I know is what I see in the papers»; and another American author more than half a century ago wrote that «The careful reader of a few good newspapers can learn more in a year than most scientists do in their great libraries».
A newspaper is a publication containing news and information and advertising, usually printed on low-cost paper called newsprint. It may be general or special interest, most often published daily or weekly. The most important function of newspapers is to inform the public of significant events. Local newspapers inform local communities and include advertisements
from local businesses and services, while national newspapers tend to focus on major national and international events. Newspapers play an important role in shaping public opinion and informing people of current events. By covering news, politics, weather, sports, entertainment, and vital events, the daily newspapers shape the dominant cultural, social and political picture of society. Newspapers are sometimes published in different editions. An edition can be distinguished by the time of day it is issued (e.g. morning edition, afternoon edition, evening edition, final edition), by the special nature of its content (e.g. extra edition, inauguration edition), or by the location of its intended audience (e.g. metro edition, suburban edition, state edition). Digitized newspaper collections often include only one edition.
A magazine is a periodical publication containing a variety of articles, generally financed by advertising or purchase by readers. Magazines are typically published weekly, monthly, or quarterly, with a date on the cover that is in advance of the date it is actually published. They are often printed in color on coated paper, and are bound with a soft cover. Magazines provide information on a wide range of topics such as business, culture, hobbies, medicine, religion, science, and sports. Some magazines entertain their readers with fiction, poetry, photography or articles about TV, or movie stars. Magazines are designed to be kept for a longer time in comparison to newspapers and that is why they are printed on a better paper and have covers and binding. Magazines, unlike newspapers, do not focus on daily, rapidly changing events. There are specialized magazines intended for special business, industrial and professional groups, and consumer magazines intended for general public. There are several kinds of consumer magazines. Children’s magazines contain stories, jokes, articles on subjects especially interesting for children and instructions for making games or Useful items. Hobby magazines are intended for collectors of coins, stamps, and other items; people interested in
certain sports or games; photography enthusiasts. Intellectual magazines provide analysis of current cultural and political events. Many of them publish fiction and poetry as well. Men’s magazines focus on such topics as adventure, entertainment, men’s fashion and sports. Women’s magazines deal with child-raising, fashion trends, romance. They offer ideas on cooking and home decorating. Many of the monthlies with big circulations are women’s magazines. Newspapers have certain advantages over other mass media as they can cover more news and in much detail than, for example, TV or radio newscast can do. Magazines focus on major national and international events. However, newspapers focus on local news as well and provide information and comments faster than magazines can do. In general, the purpose of a newspaper is to convey, as efficiently as possible, current information, or news, to a particular audience. What constitutes news depends in part on the intended audience. Newspapers aimed at a general audience carry news about politics, crime, wars, economics – just about anything that could interest a general reader. A farm newspaper, on the other hand, might carry news about developments in farming techniques, information about the progress of farm-related legislation through Congress, crop prices, information about county and state fairs, and so forth.
The first printed newspaper was published in 1605, and the form has thrived even in the face of competition from technologies such as radio and television. Recent developments on the Internet are posing major threats to its business model, however. The Internet has dramatically affected the way newspapers and magazines are read, run, financed and staffed. Paid circulation is declining in most countries, and advertising revenue, which makes up the bulk of a newspaper’s income, is shifting from print to online; some commentators, nevertheless, point out that historically new media such as radio and television did not entirely supplant existing.
The internet has challenged the press as an alternative source of information and opinion but has also provided a new platform for newspaper organizations to reach new audiences. According to the World Trends Report, print newspaper circulation continued to fall in almost all regions, with the exception of Asia and the Pacific, where the dramatic increase in sales in a few select countries has offset falls in historically strong Asian markets such as Japan and the Republic of Korea. Nowadays both newspapers and magazines could be purchased by subscription (an arrangement whereby the reader pays in advance for a year of issues), or individually, often at newsstands, grocery stores, bookstores, train stations, and other places.
2.3. Decide if the following statements about the text are true or false: 1. Newspapers and magazines play a very important part in our life. 2. Only magazines could be purchased by subscription. 3. Local newspapers inform people about major international events. 4. Magazines provide information on a wide range of topics. 5. Digitized newspapers are published in different editions.
2.4. Answer the following questions:
1. What is the most important function of newspapers? 2. What are the advantages of newspapers over the other mass media? 3. What kinds of information do magazines provide? 4. What types of magazines are there in the modern world? 5. How has the Internet affected the modern press?
2.5. Complete the following statements using information from the text: 1. Newspapers play an important role in … 2. Some magazines entertain their readers with … 3. Newspapers aimed at a general audience …
4. Magazines are typically published …
5. Intellectual magazines provide …
2.6. Summarize the key points of the text and retell it.
2.7. Translate the text in a written form.
3. TELEVISION AND RADIO
3.1. Answer the following questions:
1. What TV programmes do you like watching?
2. When do you usually listen to the radio?
3. Why is television getting less popular nowadays?
3.2. Read the text silently and then out aloud.
Television is a system of broadcasting images and sounds using electrical signals. Television may also refer specifically to a television set, television program, or television transmission. Television is one of the most important inventions of the twentieth century that plays a very important role in our society. It has a great impact on our political, social, educational and cultural life. Along with newspapers, radio and the Internet, television is an important medium of communication and development. Besides, it is the most common and one of the cheapest mode of mass media in use. It communicates all the current affairs around the world 24 hours a day, 7 days a week.
Television is not only a source of receiving daily updates about worldwide but it is a good source of entertainment and education too. Television broadcasts innumerable educational programs that help students to improve their knowledge. There are television lessons for all the levels of students from primary school to university. As a means of education, information and entertainment, television is very powerful. There is no other means of mass media as cheap, powerful and popular as television. It caters to the tastes of people of all ages and callings. It
also has helped a lot in the spread of education and removal of ignorance and superstitions. Television has become a part of our daily life. People spend many hours daily viewing television programmes. Its reach is very wide. Even in rural areas, it is now common and popular. There are programmes for the youth, men and women, farmers, traders, businessmen, sports-lovers and music lovers. There are also cartoon films and other programmes for children.
It has been many years since television was first introduced to people but people still have mixed views on whether it has a positive or a negative influence on the society. To look at the positive influence of television on society, one can say that it gives us knowledge about many things – it gives us news about what is happening worldwide and catches up on current affairs, it makes you aware of what is happening nearby as well around the globe, it provides you with information about different countries and their cultures, more other information. As television is available in remote parts, it is a great medium to create awareness about many social issues among people and asking them to perform their part to make a better society. To make people aware of many social issues, TV programmes create a great impact and make the world a better place to live. But many people believe that television damages culture. We do see so much negative influence of television on people these days. Kids are getting exposed to many bad things at very young age – watching cruelty and crimes on television may lead them to wrong doings. To interest all different people, most television programs are short in length, full of action and excitement, do not require much intelligence or knowledge to understand, and follow universal themes common to all cultures, such as love and crime. Television programs, which concentrate on or develop themes pertinent to one particular culture are not so successful because they interest a smaller audience.
Another popular type of mass media is radio. Radio is a wonderful gift of science. It broadcasts information and news without wires. As a source of cheap and easily accessible entertainment radio is matchless. Radio sets can be found in every home, office or car. There is a great variety of different radio stations that can match everyone’s taste. People like listening to the radio news, weather forecasts, music, entertainment shows staying at home, driving a car, working in a garden or travelling. Radio is also a powerful means of teaching. It helps the spread of education in remote areas.
3.3. Decide if the following statements about the text are true or false:
1. Television is a system of broadcasting images and sounds using electrical signals. 2. Television is one of the most important inventions of the twenty-first century. 3. As a means of education, information and entertainment, television is very powerful. 4. Many people believe that television does not have negative influence on kids nowadays.
5. Radio is a wonderful gift of nature that broadcasts information and news without wires.
3.4. Answer the following questions: 1. Why does television play an important role in modern society? 2. What functions does television perform? 3. What kinds of programmes can people watch on television?
4. What negative influence on the society does television have?
5. Why is radio a popular type of mass media?
3.5. Complete the following statements using information from the text: 1. Television is an important medium of … 2. Television communicates all the current affairs around the world …
3. TV programmes create a great impact and make the world … 4. Television provides you with information about …
5. There is a great variety of different radio stations that …
3.6. Summarize the key points of the text and retell it.
3.7. Translate the text in a written form.
4. ELECTRONIC SOCIAL MEDIA
4.1. Answer the following questions:
1. How often do you use the Internet?
2. What social media networks do you use?
3. Why do people become addicted to using social media?
4.2. Read the text silently and then out aloud.
Electronic social media is a tool that is becoming quite popular these days because of its user-friendly features. Social media networks are virtual communication sites that allow its participants to connect, build relationships, and collaborate on social issues. They became part of our lives and spread rapidly among youth. Young people join these sites to keep strong relationships with friends and make new ones. Electronic social media is like television, radio or newspaper but it is more than sharing information – it has facilitated the creation and exchange of ideas quickly and widely than other media.
Social media platforms like Facebook, Instagram, Twitter and more are giving people a chance to connect with each other across distances. In other words, the whole world is at our fingertips all thanks to social media. Young people are the most dominant users of social media. Social media is everything for them. They start their day with «Good mornings» in social media and finish with «Good nights» through social media. Social media has a significant impact on young people irrespective of gender or nation.
Social networks like Facebook, Instagram, VK, Twitter, Google+, Pinterest and Reddit become an integral part of our daily lives and in fact many people in the world today as just obsessed with it. A combination of two words, «social» referring to the sharing of information and data with others and «media» refers to the medium of communication, the social media is something which has affected almost everyone today.
All this makes you wonder that something so powerful and with such a massive reach cannot be all good. Like how there are always two sides to a coin, the same goes for social media. Subsequently, different people have different opinions on this debatable topic. So, what are the advantages and disadvantages of social media?
When we look at the positive aspect of social media, we find numerous advantages. The most important being a great device for education. All the information one requires is just a click away. Students can educate themselves on various topics using social media.
Moreover, live lectures are now possible because of social media. You can attend a lecture happening in America while being in Russia.
Furthermore, as more and more people are distancing themselves from newspapers, they are depending on social media for news. You are always updated on the latest happenings of the world through it. A person becomes more socially aware of the issues of the world.
In addition, it strengthens bonds with your loved ones. Distance is not a barrier anymore because of social media. For instance, you can easily communicate with your friends and relatives overseas.
Most importantly, it also provides a great platform for young budding artists to showcase their talent for free. You can get great opportunities for employment through social media too.
Another advantage definitely benefits companies who wish to promote their brands. Social media has become a hub for advertising and offers businesses great opportunities for connecting with the customer.
Despite having such unique advantages, social media is considered to be one of the most harmful elements of society. If the use of social media is not monitored, it can lead to grave consequences.
It is harmful because it invades your privacy like never before. The oversharing happening on social media makes children a target for predators and hackers. It also leads to cyberbullying, which affects any person significantly.
Thus, the sharing on social media especially by children must be monitored at all times. Next up is the addition of social media, which is quite common amongst the youth.
This addiction hampers with the academic performance of a student as they waste their time on social media instead of studying. Social media also creates communal rifts. Fake news is spread with the use of it, which poisons the mind of peace-loving citizens.
In short, surely social media has both advantages and disadvantages. But, it all depends on the user at the end. The youth must particularly create a balance between their academic performances, physical activities, and social media. Excess use of anything is harmful and the same thing applies to social media. Therefore, we must strive to live a satisfying life with the right balance.
4.3. Decide if the following statements about the text are true or false:
1. Electronic social media are becoming more and more popular these days.
2. The most dominant users of social media are middle-aged people.
3. Social media platforms give people a chance to connect with aliens.
4. Students can educate themselves on various topics using social media.
5. Electronic social media have no disadvantages.
4.4. Answer the following questions:
1. Why are social media popular among young people?
2. What social media platforms do people like using?
3. What are the advantages of social media?
4. What are the disadvantages of social media?
5. Why is it important not to become obsessed with social media?
4.5. Complete the following statements using information from the text: 1. Social media networks are virtual communication sites that … 2. Social media is like television, radio or newspaper but … 3. Social media has a significant impact on …
4. Social media has become a hub for advertising and …
5. The youth must particularly create a balance between …
4.6. Summarize the key points of the text and retell it.
4.7. Translate the text in a written form.

Практическое занятие 4
Тема 4. Культурные и исторические достопримечательности
План занятия:
1. Museums
2. Monuments
3. Landmarks of English-speaking countries
1. MUSEUMS
1.1. Answer the following questions:
1. How often do you go to museums?
2. What is your favorite museum?
3. How many museums are there in your home town?
1.2. Read the text silently and then out aloud.
A museum is a place, building or an institution for preserving artifacts and other objects of artistic, cultural, historical, or scientific importance. Museums have been founded for a variety of purposes: to serve as recreational facilities, scholarly venues, or educational resources; to contribute to the quality of life of the areas where they are situated; to attract tourism to a region; to promote civic pride or nationalistic endeavor; or even to transmit overtly ideological concepts. Given such a variety of purposes, museums reveal remarkable diversity in form, content, and even function. Yet, despite such diversity, they are bound by a common goal: the preservation and interpretation of some material aspect of society’s cultural consciousness. Museums play an important role in our contemplation and understanding of life and death.
Many public museums make exhibits available for public viewing through expositions that may be permanent or temporary. The largest museums are located in major cities throughout the world, while thousands of local museums exist in smaller cities, towns, and rural areas. Museums have varying aims, ranging from serving researchers and specialists to serving the general public.
The goal of serving researchers is increasingly shifting to serving the general public.
There are many types of museums, including art museums, natural history museums, science museums, war museums, and children’s museums. Amongst the world’s largest and most visited museums are the Louvre in Paris, the National Museum of China in Beijing, the Smithsonian Institution in Washington, D.C., the British Museum and National Gallery in London, the Metropolitan Museum of Art in New York City, the State Hermitage Museum in Saint Petersburg and Vatican Museums in Vatican City. According to the International Council of Museums, there are more than 55,000 museums in 202 countries.
The main purposes of modern museums are to collect, preserve, interpret, and display items of artistic, cultural, or scientific significance for the education of the public. From a visitor or community perspective, the purpose can also depend on one’s point of view. A trip to a local history museum or large city art museum can be an entertaining and enlightening way to spend the day. To city leaders, a healthy museum community can be seen as a gauge of the economic health of a city, and a way to increase the sophistication of its inhabitants. To a museum professional, a museum might be seen as a way to educate the public about the museum’s mission, such as civil rights or environmentalism. Museums are, above all, storehouses of knowledge.
While many large museums are still respected as research centers, research is no longer a main purpose of most museums. While there is an ongoing debate about the purposes of interpretation of a museum’s collection, there has been a consistent mission to protect and preserve artifacts for future generations. Much care, expertise, and expense is invested in preservation efforts to retard decomposition in aging documents, artifacts, artworks, and buildings. All museums display objects that are important to a culture. As historian Steven Conn writes, «To see the thing itself, with one’s own eyes and in a public place,
surrounded by other people having some version of the same experience can be enchanting». Museums are mission-driven organizations and a cornerstone of civil society. The majority of museums are non-profit entities, which are financially supported through grants and donations. Nowadays many museums are facing funding shortages. Funding for museums comes from four major categories: government support, private (charitable) giving, earned income, and investment income.
In recent years, some cities have turned to museums as an avenue for economic development. This is particularly true in the case of postindustrial cities. Examples of museums fulfilling these economic roles exist around the world. For example, the spectacular Guggenheim Museum was built in the city of Bilbao in Spain in a move by the Basque regional government to revitalize the dilapidated old port area of that city. The Basque government agreed to pay $100 million for the construction of the museum, a price tag that caused many Bilbaoans to protest against the project. Nonetheless, the gamble has appeared to pay off financially for the city, with over 1.1 million people visiting the museum in 2015. Key to this is the large demographic of foreign visitors to the museum, with 63% of the visitors residing outside of Spain and thus feeding foreign investment straight into Bilbao. In the United States, similar projects include the 81,000 square foot Taubman Museum of Art in Roanoke in Virginia and The Broad Museum in Los Angeles.
Museums can vary based on size, from large institutions covering many of the categories below, to very small institutions focusing on a specific subjects, such as a specific location, a notable person, or a given period of time.
Museums can also be categorized into major groups by the type of collections they display, to include: fine arts, applied arts, craft, history, archaeology, anthropology and ethnology, biography, cultural history, science, technology, children’s museums, natural history, botanical and
zoological gardens. Within these categories, many museums specialize further, e.g. museums of modern art, folk art, local history, military history, aviation history, philately, agriculture, or geology.
Another type of museum is an encyclopedic museum. Commonly referred to as a universal museum, encyclopedic museums have collections representative of the world and typically include art, science, history, and cultural history. The size of a museum’s collection typically determines the museum’s size, whereas its collection reflects the type of museum it is. Many museums normally display a permanent collection of important selected objects in its area of specialization, and may periodically display special collections on a temporary basis. Museums enable people to explore collections for inspiration, learning and enjoyment. They are institutions that collect, safeguard and make accessible artefacts and specimens, which they hold in trust for society.
1.3. Decide if the following statements about the text are true or false:
1. A museum is an institution for preserving artifacts and other objects of artistic, cultural, historical, or scientific importance. 2. Museums play an important role in understanding the basics of future developments of humanity.
3. Museums have varying aims, ranging from serving researchers and specialists to serving the general public.
4. There are many types of museums, including art museums, natural history museums, science museums, war museums, and children’s museums.
5. The size of a museum’s collection typically determines the museum’s size, whereas its collection reflects the type of museum it is.
1.4. Answer the following questions:
1. What purposes do museums perform?
2. What are the world’s largest and most visited museums?
3. How are museums financed?
4. Why are museums important in understanding history?
5. What categories of museums are there in the world?
1.5. Complete the following statements using information from the text:
1. There are many types of museums, including …
2. The main purposes of modern museums are …
3. All museums display objects that … 4. The majority of museums are non-profit entities, which …
5. Museums can also be categorized into major groups by …
1.6. Summarize the key points of the text and retell it.
1.7. Translate the text in a written form.
2. MONUMENTS
2.1. Answer the following questions:
1. Why do people build monuments?
2. What monuments are there in your home town?
3. What famous monuments are there in Moscow?
2.2. Read the text silently and then out aloud. A monument is a large structure, usually made of stone or metal, which is built to remind people of an event in history or of a famous person.
Monuments are created to commemorate a person or event, or which has become relevant to a social group as a part of their remembrance of historic times or cultural heritage, due to its artistic, historical, political, technical or architectural importance. Some of the first monuments were dolmens or menhirs, megalithic constructions built for religious or funerary purposes. Examples of monuments include statues, benchmarks, columns, eternal flames, fountains, gravestones, mausoleums, tombs, obelisks, temples, triumphal arches, war memorials, historical buildings, archaeological sites, and
other cultural assets. If there is a public interest in its preservation, a monument can, for example, be listed as a UNESCO World Heritage Site.
The origin of the word «monument» comes from the Greek «mnemosynon» and the Latin «moneo», «monere», which means to remind, to advise or to warn, suggesting a monument allows us to see the past thus helping us visualize what is to come in the future.
Monuments have been created for thousands of years, and they are often the most durable and famous symbols of ancient civilizations. Prehistoric dolmens, and similar structures have been created in a large number of prehistoric cultures across the world, and the many forms of monumental tombs of the more wealthy and powerful members of a society are often the source of much of our information and art from those cultures.
As societies became organized on a larger scale, so monuments so large as to be difficult to destroy like the Egyptian Pyramids, the Greek Parthenon, the Great Wall of China or Indian Taj Mahal have become the symbols of their civilizations. In more recent times, monumental structures such as the Statue of Liberty and Eiffel Tower have become iconic emblems of modern nation-states.
Monuments are frequently used to improve the appearance of a city or location. Planned cities such as Washington, D.C., New Delhi and Brasilia are often built around monuments. For example, the Washington Monument’s location was conceived by L’Enfant to help organize public space in the city, before it was designed or constructed. Older cities have monuments placed at locations that are already important or are sometimes redesigned to focus on one. As Percy Shelley suggested in his famous poem «Ozymandias», the purpose of monuments is very often to impress or awe.
Structures created for others purposes that have been made notable by their age, size or historic significance may also be regarded as monuments. This can happen because of great age and size, as in the case of the Great Wall of China, or because an event of great importance occurred there such as the village of
Oradour-sur-Glane in France. Many countries use ancient monuments for the official designation of protected structures or archaeological sites, which may originally have been ordinary domestic houses or other buildings.
Monuments are also often designed to convey historical or political information, and they can thus develop an active socio-political potency. They can be used to reinforce the primacy of contemporary political power, such as the column of Trajan or the numerous statues of Lenin in the Soviet Union. They can be used to educate the populace about important events or figures from the past. To fulfill its informative and educative functions a monument needs to be open to the public, which means that its spatial dimension as well as its content can be experienced by the public, and be sustainable. The former may be achieved either by situating the monument in public space or by a public discussion about the monument and its meaning, the latter by the materiality of the monument or if its content immediately becomes part of the collective or cultural memory.
The social meanings of monuments are rarely fixed and certain and are frequently contested by different social groups. As an example: whilst the former East German socialist state may have seen the Berlin Wall as a means of protection from the ideological impurity of the west, dissidents and others would often argue that it was symbolic of the inherent repression and paranoia of that state. This contention of meaning is a central theme of modern post processual archaeological discourse.
Until recently, it was customary for archaeologists to study large monuments and pay less attention to the everyday lives of the societies that created them. New ideas about what constitutes the archaeological record have revealed that certain legislative and theoretical approaches to the subject are too focused on earlier definitions of monuments.
Other than municipal or national government that protecting the monuments in their jurisdiction, there are institutions dedicated on the efforts to
protect and preserve monuments that considered to possess special natural or cultural significance for the world, such as UNESCO’s World Heritage Sites programme and World Monuments Fund.
2.3. Decide if the following statements about the text are true or false: 1. A monument is a structure, which is built to remind people of an event in history or of a famous person.
2. Monuments have been created for thousands of years, and they are often the most durable and famous symbols of ancient civilizations.
3. Monumental structures such as the Statue of Liberty and Eiffel Tower have become symbols of scientific progress.
4. Many countries use ancient monuments for the official designation of protected structures or archaeological sites.
5. Monuments are usually designed to promote the popularity of certain modern events or political figures of the present time.
2.4. Answer the following questions:
1. What types of monuments are there in the world?
2. What iconic monuments have become the symbols of civilizations?
3. What purposes are monuments frequently used for?
4. What is the original meaning of the word «monument»?
5. What organizations protect and preserve monuments?
2.5. Complete the following statements using information from the text:
1. Some of the first monuments were built for …
2. In recent times, monumental structures have become …
3. Monuments are often designed to convey …
4. To fulfill its informative and educative functions a monument needs …
5. It was customary for archaeologists to …
2.6. Summarize the key points of the text and retell it.
2.7. Translate the text in a written form.
3. LANDMARKS OF ENGLISH-SPEAKING COUNTRIES
3.1. Answer the following questions:
1. What English-speaking countries have you been to?
2. What British landmarks are famous all over the world?
3. What is the most famous monument of the USA?
3.2. Read the text silently and then out aloud.
Consisting of England, Scotland, Wales, and Northern Ireland, the United Kingdom has long been one of Europe’s most popular tourist destinations. The country’s appeal has much to do with its diverse scenery and rich cultural heritage. The best places to visit include everything from beautifully preserved country estates and castles, to its many world-class art galleries and museums.
One of the greatest pleasures of a UK vacation, however, is just how easy it is to explore this fascinating and diverse country. Thanks to its size – the UK could easily fit into the state of Texas (with room to spare)-you can base yourself in cities such as London or Liverpool and simply take a train or bus to explore other areas.
London: The UK’s All-in-One Destination. While it is possible to plan a trip to the UK without visiting London, it is certainly not to be advised, as the nation’s sprawling capital boasts plenty of attractions to keep you busy. For those interested in learning more about the UK’s rich history, one of the top things to do in London is visit the Tower of London. Located beside the spectacular Tower Bridge on the banks of the River Thames, this former palace and prison includes highlights such as the iconic 1,000-year-old White Tower, with its fascinating displays of armor and weaponry, and the Jewel House, home to the Crown Jewels.
Fans of Britain’s Royal Family like to visit Buckingham Palace, London’s Royal home since Queen Victoria’s reign. Here, you can enjoy the colorful pomp of the Changing of the Guard or even take a tour of the Palace’s State Rooms.
The city’s Whitehall Road area is another must, where you’ll find Big Ben and the Parliament Buildings, as well as Westminster Abbey, scene of many a royal wedding. Another area to visit in London is South Kensington, home to the city’s best museums, including the Victoria and Albert Museum and the Natural History Museum, as well as the famous Harrods department store. Also check out Trafalgar Square, home to iconic Nelson’s Column and the National Portrait Gallery.
Edinburgh: Scotland’s Capital. One of Scotland’s most attractive cities, the capital city of Edinburgh is also one of the UK’s most visited destinations. Popular for its many well-preserved historic buildings, Edinburgh is perhaps best known as the home of the majestic Edinburgh Castle. Perched high above the old city on a rocky promontory, this 13th-century royal fortress includes highlights such as the famous One O’Clock Salute, held daily at Half Moon Battery; the Scottish Crown Jewels in the Royal Palace; the Scottish National War Memorial; and the famous Stone of Destiny (the Stone of Scone), only returned to Scotland after being held for 700 years in London.
From the castle, it is easy to explore the other most important historic sites in the city, most notably the Old Town’s Royal Mile with its fine architecture, boutique shops, cafés, restaurants, and art galleries, as well as the splendid old Palace of Holyrood house. Other Edinburgh highlights include broad Princes Street, popular for its shopping and dining, as well as for the Royal Botanical Garden and the National Gallery of Scotland.
Roman-Era Bath. Although one of the UK’s smaller cities, Bath more than makes up for its diminutive size with a multitude of things to see and do. Named after its famous Roman Baths, this beautiful city has been luring visitors to its healing waters for more than 2,000 years. Gushing from three hot springs, the
water-known to consist of 43 different minerals, hence its curative properties-travels upwards some 3,048 meters at a rate of 275,000 gallons per day, before spilling out at a consistent 46.5 degrees Celsius.
While it is not possible to bathe in the original Roman Baths, a number of nearby spas offer guests the chance to enjoy the city’s famous waters.
In addition to its ancient history, Bath is also famous for its lovely Georgian architecture, the best examples of which can be seen along the magnificent, curved Royal Crescent, with its palatial townhomes. One of them, No.1 Royal Crescent, is now a museum that offers a fascinating peek into life during Georgian times.
Ancient Stonehenge and Medieval Salisbury. One of the planet’s oldest World Heritage Sites, Stonehenge has been a place of pilgrimage for more than 4,500 years. It was believed to have been erected as a place of worship, but these days, the crowds consist of tourists drawn by the sheer scale of this magnificent monument to mankind’s ingenuity. It’s a sprawling site, covering an area of more than 20 square kilometers and boasting a state-of-the-art visitor center, which offers a fascinating glimpse not only into the construction of Stonehenge, but also its history since then.
Wonderful Windsor. The historic town of Windsor, conveniently located a short train ride west of London, offers plenty of fun things to do for tourists. In addition to its lovely Thames-side setting and the many medieval half-timbered buildings along its quaint old cobblestone laneways, it’s also home to spectacular Windsor Castle, the most famous of the UK’s royal castles.
This grand old castle has served as the summer residence of British royalty for more than a millennium (it was started by William the Conqueror in 1078) and is the world’s largest inhabited castle. Highlights include the splendid State Apartments containing the Queen’s Gallery and dining hall, each with magnificently painted ceilings and woodcarvings, and St. George’s Chapel,
famous as the home of the Knights and Ladies of the ancient Order of the Garter.
Other area attractions worth visiting include Legoland Windsor, a fun family resort set on 150 acres of parkland and just a short bus ride from the town center, and Royal Ascot, the UK’s most famous horse-racing venue.
Idyllic England: The Cotswolds and Lake District. Covering almost 1,287 square kilometers of pristine countryside, the beautiful Cotswolds is undoubtedly one of the most photographed corners of the UK. Located an easy day trip west of London and close to the popular tourist attractions of Bath and Bristol, the Cotswolds includes some of the best parts of the counties of Oxfordshire, Gloucestershire, Somerset, Wiltshire, Warwickshire, and Worcestershire.
Travelers flock here to experience a true taste of rural English life, and to explore its many quaint village greens and idyllic pasturelands. One of the most popular ways to do this is via the area’s extensive trail network, including the excellent 16-kilometer-long Cotswold Way. Other fun things to do include horseback riding and biking, or simply soaking up the history of popular market towns such as Castle Combe or Tetbury.
To the north of the Cotswolds and covering an area of 1,448 square kilometers is another slice of beautiful English scenery: the Lake District National Park. Encompassing 12 of the country’s largest lakes (Windermere and Ullswater are the biggest), this region is another region of the UK that is great to explore on foot thanks to its more than 3,218 kilometers of trails. Highlights include visiting Scafell Pike, at 978 meters the highest mountain in England, as well as exploring its many picturesque towns, including Grasmere.
Medieval York and its Minster. One of northern England’s most popular tourist destinations, the medieval city of York, long the ecclesiastical capital of the Church of England, boasts one of the country’s most magnificent cathedrals. The country’s largest medieval church, York Minster can trace its roots back to
the spread of Christianity in the 3rd century, although the splendid present Gothic structure was built almost 1,000 years later.
Highlights of a tour include the opportunity to view its 14th-century stained glass windows, plus the richly decorated interiors of the choir and north transept. Also worth a visit is the crypt, which contains parts of the original 11th-century church the cathedral now stands on.
Other landmarks worth exploring are the ancient City Walls, which stretch almost five kilometers around the old medieval city center and offer excellent views over The Shambles, a narrow 14th-century roadway, famous for its fine old timber-framed buildings, many of which hang over the street below. It is also an area known for its many restaurants and tearooms, as well as its many boutique shops and galleries.
York also boasts a number of major museums, the most popular being the National Railway Museum. Highlights of this museum’s vast collection include many fine old steam engines dating as far back as 1820, plus a unique collection of Royal Trains.
The University Towns of Cambridge and Oxford. The UK has long been a center of learning, with two of its most famous university towns also ranking highly as tourist destinations. An easy commute north of London-and just 128 kilometers apart-Cambridge and Oxford have for centuries been rivals for the title as the country’s top academic establishment, a rivalry celebrated during the famous rowing event, The Boat Race, which takes place each spring on the River Thames.
Despite this generally good-spirited rivalry, each location offers plenty of attractions to make them worthwhile additions to your UK travel itinerary. Highlights of a visit to Cambridge include the chance to wander the UK’s largest collection of preserved historic buildings, many of them located within an easy walk of Cambridge University’s 31 colleges, the oldest of which was founded in 1284.
In addition to touring the stunning college grounds (only a handful of the university’s buildings offer tours), visitors to Cambridge should also take a punt along the River Cam, as well as explore the old town center.
Oxford University’s 38 colleges are equally attractive, each set around a quadrangle and several inner courtyards along with chapels, dining halls, libraries, and student accommodations (some offer unique tourist accommodation packages, too). Oxford highlights include the Carfax Tower, with its fine views over the city center, and the many fine old buildings of the town’s High Street.
Liverpool and Manchester. Thanks to its international airport, Manchester is often the first stop for many visitors planning to explore northern England, Scotland, or Wales. Highlights include Castlefield, popular for its well-preserved Victorian houses, canals, and Roman ruins, as well as the many old warehouses now serving as trendy shops, hotels, and restaurants. Other attractions include Manchester Cathedral and the historic Town Hall, as well as a rich cultural scene that includes museums (Museum of Science and Industry), galleries (Manchester Art Gallery), and entertainment (Chinatown).
Liverpool, just an hour away by rail, offers plenty of cultural excitement of its own, not least because of its association with the Beatles. Music fans are drawn here for «Fab Four» related attractions such as The Beatles Story in the renovated Albert Docks area; the famous Cavern Club, where the band made its debut in 1961; as well as the former homes of John Lennon and Paul McCartney (numerous walking tours and bus tours of Beatles sites are also readily available).
Other great reasons to visit Liverpool include its many historic buildings; lovely gardens and parks; as well as great museums such as the Merseyside Maritime Museum, the Museum of Liverpool, and world-class art galleries like the Walker Art Gallery and the Tate Gallery.
Canterbury. Pay a visit to historic Canterbury in Kent, and you will soon discover why this beautiful city continues to be such a draw for visitors to the UK. An easy hour’s train ride from central London, Canterbury has been a draw for pilgrims for more than 1,500 years, ever since St. Augustine first started converting pagan Anglo Saxons to Christianity here in AD 597.
The city’s most famous attraction is Canterbury Cathedral, home of the Archbishop of Canterbury. Now a UNESCO World Heritage Site, this stunning cathedral offers plenty to see, from the intricately carved masonry of its exterior to its magnificent interior, a highlight of which is the beautiful choir with its statues of six English kings. Also of note are the exquisite Miracle Windows, dating from the 12th century and depicting scenes from the life of murdered Archbishop Thomas Becket.
Afterwards, be sure to spend time wandering the pedestrianized area of Old City Canterbury with its many preserved, historic, timber-framed buildings, particularly along Mercery Lane. Other must-sees include the Canterbury Tales, a fascinating look at the life and times of famous English poet Geoffrey Chaucer, and the excellent Canterbury Roman Museum, built around the remains of an original Roman townhouse and its unique mosaic.
Cardiff. The Capital of Wales. Despite being much smaller than both Scotland and England, Wales is home to some of the UK’s top attractions and fun things to do, from exploring the breathtaking scenery and enjoying outdoor adventures in its national parks to visiting its historic castles.
One of the best places to sample a little of everything that Wales has to offer is the country’s capital, Cardiff, with most travelers beginning their visit at Cardiff Castle. Located in the middle of the city and built on the ruins of an ancient Roman fort, parts of the current structure date as far back as 1090, with much of it restored in the 1800s. Highlights include the State Apartments, the Clock Tower, the Chapel, and a spectacular Banqueting Hall with its fine murals.
Afterwards, be sure to spend time wandering the city’s many old Victorian shopping arcades, the best of which can be found around The Hayes. Also worth checking out is Cardiff Bay. One of the UK’s largest redevelopment projects, this vast area is now home to numerous fine restaurants, theaters, galleries, and shopping opportunities, many of them housed in former warehouses on lovely Mermaid Quay. Cardiff Bay is also where you will find the World of Boats, with its unique collection of vessels from around the globe.
Loch Ness and Inverness. Despite the fact that the legends of mythical monsters have largely been debunked, spectacular Loch Ness remains an extremely popular tourist attraction for travelers heading to Scotland. While it is unlikely you will encounter any monsters, you will, however, be rewarded with seeing some of the UK’s most beautiful scenery.
Highlights include the ruins of Urquhart Castle, overlooking the loch, one of Scotland’s largest fortifications (the current structure dates from the 14th century). For those wanting to learn more about the area’s many legends, the Loch Ness Centre and Exhibition recounts its history, along with that of its monster, including details of ongoing searches for the elusive creature.
A little farther north is Inverness, which boasts numerous excellent attractions, including Inverness Castle, the Inverness Museum and Art Gallery, and the late 19th-century St. Andrew’s Cathedral.
History buffs should also check out the Culloden Battlefield and Visitors Centre. It was in Culloden in 1746 that the English and Scots fought their last battle and where the fate of Scotland as a British dominion was determined. Also of interest are the gravestones of warriors from the Scottish clans, as well as the six-meter-high Memorial Cairn erected in 1881 to commemorate the battle. The most iconic landmarks across America are able to tell the story of the country’s proud past while symbolizing a strong future.
Empire State Building. Empire State Building is an iconic part of New York City’s skyline since 1931 and standing 1,200 feet high. This Art Deco building and award-winning U.S. landmark allows travelers to take in sensational views of Manhattan from its observation areas on the 86th and 102nd floors, day or night.
Statue of Liberty. Presented to the United States in 1886 as a gift from France, Lady Liberty is a near-universal symbol of freedom and democracy, standing 305 feet and 6 inches high on Liberty Island. You can get a sense of the thrill millions of immigrants must have experienced as you approach it on the ferry from Battery Park and see the statue grow from a vaguely defined figure on the horizon into a towering, stately colossus.
Brooklyn Bridge. Opened in 1883 and spanning nearly 6,000 feet, the Brooklyn Bridge is one of the world’s most recognizable suspension bridges and a classic New York sight.
Independence Hall. In this building the Declaration of Independence was signed, George Washington was appointed commander in chief of the Continental Army, and the Constitution was ratified. In other words, there is no other structure in the United States that’s loaded with more historical significance. The Hall is part of Independence National Historical Park, where you will also find the Liberty Bell and several museums.
Golden Gate Bridge. The suspension bridge connecting San Francisco with Marin County, completed in 1937, is a triumph in just about every way. With its 1.7-ml span and 746-foot towers, it is both beautiful and durable – it was built to withstand winds of more than 100 mph and was undamaged by the 1989 Loma Prieta quake. The bridge’s walkway provides unparalleled views of the Bay Area.
Mount Rushmore. In the midst of South Dakota’s Black Hills, 60-foot-high likenesses of Presidents George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt are carved into a massive granite cliff; the
result is America’s most famous memorial. From sunset through 9 pm, the majestic faces are dramatically illuminated at night.
The Alamo. This one-time Franciscan mission stands as a monument to the nearly 200 Texan volunteers who fought and died here during a 13-day siege in 1836 by Mexican general Antonio Lopez de Santa Anna. The Texans lost the battle, but they ultimately won their bid for independence with «Remember the Alamo» as their rallying cry.
The National Mall. Washington’s Mall is surrounded by a collection of great American landmarks, with the Capitol at one end, the Washington Monument at the other, and the Lincoln Memorial and Vietnam Memorial (among many others) near at hand. There are also nearly a dozen museums bordering the Mall.
Fort Sumter. The first shots of the Civil War were fired on this forton a man-made island in Charleston’s harbor. The 34-hour battle that ensued would result in defeat for the Union and turn Fort Sumter into a symbol of Southern resistance. Today the National Park Service oversees it, with rangers giving interpretive talks and conducting guided tours.
Fort Jefferson National Monument. Built between 1846 and 1875, Fort Jefferson is the largest all-masonry fort in the United States and today makes up one part of the seven keys of Dry Tortugas National Park. It was originally intended as a barricade from the Gulf of Mexico, but was never fully completed due to lack of supplies during the Civil War, when it was used as a makeshift prison.
3.3. Decide if the following statements about the text are true or false:
1. The United Kingdom is one of Europe’s most popular tourist destinations.
2. London as the nation’s sprawling capital have plenty of attractions.
3. Stonehenge is famous for its hot springs and baths.
4. The Empire State Building is situated not far from the White House.
5. The Golden Gate Bridge connects San Francisco with Marin County.
3.4. Answer the following questions:
1. What historical landmarks are there in London?
2. What interesting sites are there in Edinburgh?
3. What function did Windsor Castle perform in the past?
4. Where was the Declaration of Independence signed?
5. What is America’s most famous memorial?
3.5. Complete the following statements using information from the text:
1. Fans of Britain’s Royal Family like to visit …
2. Bath is also famous for its lovely …
3. One of northern England’s most popular tourist destinations …
4. Spectacular Loch Ness remains a popular tourist attraction for …
5. Washington’s Mall is surrounded by …
3.6. Summarize the key points of the text and retell it.
3.7. Translate the text in a written form.

Методические указания
к практическому занятию по теме 1 «Знакомства. Внешность, одежда. Правила поведения и дресс-кода»
Практическое занятие по теме 1 состоит из следующих тематических разделов:
Раздел 1. Знакомства
Лексика: words to greet, to introduce, to ask, to reply, to respond.
Грамматика: Present Simple, Present Continuous.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 2. Внешность
Лексика: words to describe people’s appearance, age and outlook.
Грамматика: Passive Voice, Modal Verbs.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 3. Одежда
Лексика: words to describe people’s clothes, their functions and materials.
Грамматика: Present Perfect, Past Simple.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Раздел 4. Правила поведения
Лексика: words to talk about people’s behavior, its rules and norms.
Грамматика: Gerund, Infinitive constructions
Чтение: развитие умения изучающего чтения с целью полного и
точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Раздел 5. Дресс-код
Лексика: words to talk about dress codes in different counties and cultures.
Грамматика: Adjectives, Participle I, Participle II.
Чтение: развитие умения изучающего чтения с целью полного и
точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Все разделы занятия имеют единую структуру и включают:
предтекстовое задание; базовый тематически обусловленный текст;
послетекстовые задания.
Предтекстовое задание актуализирует тематическое содержание
занятия, способствует активизации предшествующих знаний и
персонального опыта, имеющих отношение к теме занятия, вовлекает в
осмысление ключевых вопросов в рамках темы, формирует установку на
чтение, запускает механизм антиципации, т.е. прогнозирования содержания текста.
Работа с текстом предполагает его:
а) внимательное, вдумчивое чтение про себя с целью полного и точного понимания прочитанного, его осознания, интерпретации и запоминания содержащейся в тексте информации; б) чтение вслух с целью совершенствования техники чтения как одного из основных факторов, повышающего уровень фонетической правильности умения читать, обеспечивающего автоматизацию протекания процессов перцептивной и смысловой переработки поступающей при чтении информации.
Все тексты заимствованы из оригинальных источников. Их содержание обеспечивает достаточную тематическую информативность и полноту рассматриваемых в них вопросов для данного уровня обучения.
Послетекстовые задания нацелены на совершенствование умений поискового и изучающего чтения, на оценку уровня понимания прочитанного, на совершенствование лексических навыков чтения и говорения, на развитие речевого умения выделять и запоминать ключевую информацию и передавать ее в устной форме на английском языке, на развитие умения письменно осуществлять перевод с английского языка на русский.
В рамках практического занятия вам следует выполнить все задания, поскольку их выполнение является необходимым условием для сдачи зачета. Задания рекомендуется выполнять строго в той последовательности, в которой они представлены. Выполнение письменных заданий оформляется в форме текстового файла (файл необходимо загружать в соответствующий раздел дисциплины по примеру курсовой работы). Выполнение заданий оценивается преподавателем как «Выполнено/Не выполнено». Возврат файла на доработку возможен
только 1 раз в сроки загрузки письменных работ. Для получения отметки «Выполнено» необходимо выполнить все задания практического занятия.

Методические указания
к практическому занятию по теме 3 «Пресса. Типы периодических изданий. Их особенности и характеристики. Язык средств массовой информации»
Практическое занятие по теме 3 состоит из следующих тематических разделов:
Раздел 1. Средства массовой коммуникации
Лексика: words to talk about different types of modern mass media.
Грамматика: Past Perfect, Modal Verbs.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 2. Газеты и журналы
Лексика: words to talk about different types of newspapers and magazines.
Грамматика: Passive Voice, Gerund.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 3. Телевидение и радио
Лексика: words to talk about radio and television, their roles and functions.
Грамматика: Present Simple, Infinitive constructions.
Чтение: развитие умения изучающего чтения с целью полного и
точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Раздел 4. Электронные социальные сети
Лексика: words to talk about different types of electronic social media.
Грамматика: Adverbs, Linking words.
Чтение: развитие умения изучающего чтения с целью полного и
точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Все разделы занятия имеют единую структуру и включают:
предтекстовое задание; базовый тематически обусловленный текст;
послетекстовые задания.
Предтекстовое задание актуализирует тематическое содержание
занятия, способствует активизации предшествующих знаний и
персонального опыта, имеющих отношение к теме занятия, вовлекает в
осмысление ключевых вопросов в рамках темы, формирует установку на
чтение, запускает механизм антиципации, т.е. прогнозирования
содержания текста.
Работа с текстом предполагает его:
а) внимательное, вдумчивое чтение про себя с целью полного и
точного понимания прочитанного, его осознания, интерпретации и
запоминания содержащейся в тексте информации;
б) чтение вслух с целью совершенствования техники чтения как одного из основных факторов, повышающего уровень фонетической правильности умения читать, обеспечивающего автоматизацию протекания процессов перцептивной и смысловой переработки поступающей при чтении информации.
Все тексты заимствованы из оригинальных источников. Их содержание обеспечивает достаточную тематическую информативность и полноту рассматриваемых в них вопросов для данного уровня обучения.
Послетекстовые задания нацелены на совершенствование умений поискового и изучающего чтения, на оценку уровня понимания прочитанного, на совершенствование лексических навыков чтения и говорения, на развитие речевого умения выделять и запоминать ключевую информацию и передавать ее в устной форме на английском языке, на развитие умения письменно осуществлять перевод с английского языка на русский.
В рамках практического занятия вам следует выполнить все задания, поскольку их выполнение является необходимым условием для сдачи зачета. Задания рекомендуется выполнять строго в той последовательности, в которой они представлены. Выполнение письменных заданий оформляется в форме текстового файла (файл необходимо загружать в соответствующий раздел дисциплины по примеру курсовой работы). Выполнение заданий оценивается преподавателем как «Выполнено/Не выполнено». Возврат файла на доработку возможен только 1 раз в сроки загрузки письменных работ. Для получения отметки «Выполнено» необходимо выполнить все задания практического занятия.

Методические указания
к практическому занятию по теме 4 «Культурные и исторические достопримечательности»
Практическое занятие по теме 4 состоит из следующих тематических разделов:
Раздел 1. Музеи
Лексика: words to talk about different types of museums.
Грамматика: Passive Voice, Modal Verbs.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 2. Памятники
Лексика: words to talk about different types of monuments.
Грамматика: Present Tenses, Defining clauses.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с английского языка на русский.
Раздел 3. Достопримечательности Великобритании и США
Лексика: words to talk about main landmarks in Britain and the USA.
Грамматика: Future Simple, Numerals, Degrees of Comparison.
Чтение: развитие умения изучающего чтения с целью полного и точного понимания текста; совершенствование техники чтения вслух.
Устная речь: совершенствование умений диалогической и
монологической речи с опорой на текст.
Перевод: развитие умения осуществлять письменный перевод с
английского языка на русский.
Все разделы занятия имеют единую структуру и включают:
предтекстовое задание; базовый тематически обусловленный текст;
послетекстовые задания.
Предтекстовое задание актуализирует тематическое содержание
занятия, способствует активизации предшествующих знаний и
персонального опыта, имеющих отношение к теме занятия, вовлекает в
осмысление ключевых вопросов в рамках темы, формирует установку на
чтение, запускает механизм антиципации, т.е. прогнозирования
содержания текста.
Работа с текстом предполагает его:
а) внимательное, вдумчивое чтение про себя с целью полного и
точного понимания прочитанного, его осознания, интерпретации и
запоминания содержащейся в тексте информации;
б) чтение вслух с целью совершенствования техники чтения как
одного из основных факторов, повышающего уровень фонетической
правильности умения читать, обеспечивающего автоматизацию
протекания процессов перцептивной и смысловой переработки
поступающей при чтении информации.
Все тексты заимствованы из оригинальных источников. Их
содержание обеспечивает достаточную тематическую информативность и
полноту рассматриваемых в них вопросов для данного уровня обучения.
Послетекстовые задания нацелены на совершенствование умений
поискового и изучающего чтения, на оценку уровня понимания
прочитанного, на совершенствование лексических навыков чтения и
говорения, на развитие речевого умения выделять и запоминать ключевую
информацию и передавать ее в устной форме на английском языке, на развитие умения письменно осуществлять перевод с английского языка на русский.
В рамках практического занятия вам следует выполнить все задания, поскольку их выполнение является необходимым условием для сдачи зачета. Задания рекомендуется выполнять строго в той последовательности, в которой они представлены. Выполнение письменных заданий оформляется в форме текстового файла (файл необходимо загружать в соответствующий раздел дисциплины по примеру курсовой работы). Выполнение заданий оценивается преподавателем как «Выполнено/Не выполнено». Возврат файла на доработку возможен только 1 раз в сроки загрузки письменных работ. Для получения отметки «Выполнено» необходимо выполнить все задания практического занятия.