Why study when you can surf.

By John Clare

 

1. Look at the headline of the article.What do you think the text is about?

2. Now read the article. Were you right?

What impact has the Government's huge investment in school computers had on educational standards? Vегу little, according to а study commissioned By the Department for Education. As I reported it could find "no consistent relationship" between computer use and pupil achievement in any subject at any age.

The day after the report appeared, I had а phone call from Peter Whittaker, the head-teacher of Hall Green, а comprehensive in Birmingham. He said he was astonished by the finding, which was the opposite of his own experience. In the 13 years he had been head, the proportion of pupils passing five or more GCSEs at grades А to С had risen from 17 per cent to 71 per cent. He believed much of the improvement was due to the school's use of computers. Would I like to visit what he called а "bog-standard comprehensive"?

In some respects, Hall Green is an average school.

In others, it is most unusual. Its results, both in absolute and value-added terms, make it one of the most successful comprehensives in Birmingham; boys and girls do equally well; Mr. Whittaker is а dedicated and independent-minded head; and everything is ship-shape.

To test Mr. Whittaker's conviction that computers have helped raise standards, I asked to sit in on lessons in which the machines were being used. He directed me to five. All were held in one of the school's computer suites, where the machines lined three sides of the room, and the children sat with their backs to the teacher.

The first was an English class for low-ability 12-year-olds (Year 7). The topic was Shakespeare. John Kennedy, the head of English, had spent an hour selecting websites. They included one on the Globe theatre and another on Scottish witchcraft. The children's task was to look through them and transfer the bits they found interesting into their computer folders. Most spent the 35·minute lesson scrolling aimlessly through the sites, pausing occasionally at the pictures. Whenever Mr. Kennedy was not looking, one played а video game.

At the end, I asked him what the pupils had learnt about Shakespeare. "Good question," be said, as if the idea had not occurred to him. Then he said: "Shakespeare can be а chore for children like these – they're easily distracted."

Mr. Whittaker added: "It's а way of making Shakespeare more accessible."

Next was а double lesson in IСТ (information and communications technology) for Year 8. The pupils were designing web pages, which meant writing something - typically about cars, pop stars or sport - and illustrating it with pictures downloaded from the internet. Although it was their fifth double lesson on the subject – each lasting an hour and 10 minutes - few had written more than а poorly spelt paragraph or two, and some nothing at all. As one explained: "It took me so much time looking for the pictures." Mr. Whittaker said: "Computers motivate the children. Also, when they get а job, they'll have to be able to do these things."

Third was а science lesson for high ability pupils in Year 9. Using an Excel spreadsheet, they had to enter two columns of figures and then add, subtract, multiply and divide them. The science content of the lesson was nil. Mr. Whittaker said: "Using computers gives you more time to concentrate on the science."

In an art lesson for Year 10, the project was Pор Art. This involved scanning а painting in the style of Andy Warhol into а computer and then repeatedly distorting it. Other pupils were animating Plasticized models by taking scores of pictures with а webcam. "Art now is what you can do with computers," explained Lesley Hill, the head of art.

Finally, I watched an English lesson for another Year 10 class. It was about "deconstructing non-fiction texts" – а GCSE requirement. Gavin Saunders, the teacher, handed out а list of tourist information websites. The pupils were to look at the opening page of each and analyze its impact. Most spent the lesson either scrolling through the websites or experimenting with different type sizes and fonts. Some wrote nothing at all. Those who managed а couple of sentences simply typed out – slowly with two fingers - what Mr. Saunders had said in his introduction. Mr. Whittaker said: "Computers make lessons fun – it’s important that children enjoy learning."

In all five lessons, the subject had become subservient to the technology. Far from motivating the children. it distracted them. Small wonder then, that computers

- despite the $2 billion spent on them - have done so little to raise educational standards.

Screen test: do computers motivate pupils and make subjects such as English and science more fun, or' are they а distraction?

 

From "The Daily Telegraph"

 

3. Study the following words:

impact	вплив
commissioned	за дорученням
consistent	послідовний
due to	завдяки
bog-standart	пересічний
undistinguished	що нічим не відрізняється
ship-shape	у повному порядку
computer suite	комп'ютерний клас
witchcraft	чаклунство
folder	папка
to scroll	рухати інформацію на комп’ютерному екрані
aimlessly	безцільно
to occur	спадати на думку
chore	важке завдання
to distract	відвертати·(увагу)
to download	завантажувати (у пам'ять)
spreadsheet	великоформатна таблиця
to distort	перекручувати
font	Набір літер певного розміру, шрифт
subservient	підпорядкований
howler	розм. безглузда помилка
sloppy	неохайний

 

4. After reading the text, underline the most important sentences.

5. Work in pairs. Tell your partner why you have chosen those sentences. Give your reasons.

6. Discuss the information you have learned from the text above with your partner.

 

Part III

TEXT 1

SOCIETY AND THE INDIVIDUAL

1. Read and translate the text

 

The word society can be used to mean what people also call high society, the activities of very rich and famous people, the clothes they wear, the parties they go to, etc. A society wedding means a wedding at which everyone is well-known.

But when people speak of British or American society they mean the whole population, the way people live together and the institutions they develop in order to do so.

America is often said to be an individualistic society, i.e. the needs and desires of individuals are put before those of society as a whole. In many ways this is true. Americans strongly support the rights of individuals, and most would agree that people should be free to make their own choices and do what they want, provided that they do not hurt other people. Americans also believe that individuals should take responsibility for their own situation and not expect society as a whole, through the government, to take care of them.

It is said that, since the 1980s, British society has become more selfish and individualistic, and that people try to improve their own position at the expense of others. Britain is still a class-based society, but now education, employment and money matter as much in determining people's opportunities and place in society as their family background. There is also belief that personal morality is a matter for the individual, and that society should not expect everyone to have the same values. Most British people, however, believe that society has a moral responsibility to care for those in need, even though they are afraid that they will have to pay higher taxes to pay for social welfare benefits.

Before the 18th century, membership of a particular social class defined an individual's status and determined the level of education they got, the work they could do, and who they might marry. The idea of an individual having personal freedom and equality of opportunity is relatively new. The challenge facing modern society is to balance an individual’s freedom of expression and choice with the need to maintain basic social structures and processes for the benefit of society as a whole.

 

2. Memorize the following words 

society - суспільство

wedding - весілля

support - підтримка

rights of individuals – право особистості

choice - вибір

provide – забезпечувати

take responsibility - приймати відповідальність

selfish - егоїстичний

improve - покращити

at the expense of others – за рахунок інших

opportunities - можливості

value – цінність

social welfare – соціальне забезпечення personal freedom – особиста свобода

equality of opportunities – рівність можливостей

maintain - зберігати

 

3. Explain the meaning of the words and word phrases in Ukrainian:

- society;

- rights of individuals;

- personal morality;

- personal freedom;

- an individual's freedom of expression and choice.

4. Discuss the statements according to the following points:

1) America is often said to be an individualistic society;

2) British society has become more selfish and individualistic;

3) Ukrainian society (rights of individuals; people are free to make their own choice; individuals take responsibility; people's opportunities; values; social welfare; personal freedom; equality of opportunity).

5. Questions for analysis and reflection:

1) Do you think that to be free means to make one’s own choices and do what one wants?

2) Do you think if there are personal freedom and equality of opportunities in our society? Give examples. 

 

 

 

TEXT 2

SOCIETY’S VALUES

1. Read and translate the article

American society is often associated with Middle America (= people who. live in the central part of the US, who are middle-class and neither very rich nor very poor). In the US a person’s class or social status depends not on their family background but on their personal achievements and wealth.

Some of the things that Middle America believes to be important include traditional institutions like government, religion and family values.

Democracy (= a system of government through representatives elected by the people) is fundamental (= very important) to American society. Americans follow different religions, but many people believe that this does not matter; only that religion makes society stronger. Americans believe that family relationships should be close, that couples should get married and not get divorced if they can avoid it, and that children should grow up with both parents. In fact, although these values are thought to be important, they do not reflect the way many Americans live. Most people do not bother to vote in elections, some are not religious, and many married couples split up, so that single-parent families are becoming more common. Many people see in these facts a great threat to American society. Many British people believe that they live in a civilized, liberal society in which individuals have the freedom to live as they wish, to be treated fairly, and to be respected. Others believe that British society is still firmly based on the class system, and that though politicians often talk about working towards a classless society, this will never be achieved. The Establishment, which consists of the major institutions in British society — the royal family, the House of Lords, the civil service, the law, the Church of England, and the armed forces — is still mainly upper-class and white, and is not representative of the modern multiracial society. Most people in Britain still have a sense of what class they belong to and of their place in society, though education has cut across the boundaries. At the same time there has been in recent years a breakdown of traditional class barriers and a marked increase in social mobility, the ability and readiness of people to change their social status.

It is important to almost everyone in Britain that they live in a democracy; though after a government has been elected many people take little interest in politics. As in Middle America, the people of Middle England still believe in marriage and think that a couple should stay together. Some politicians actively promote traditional family values, but most people realize that society has changed and that other lifestyles should be accepted. People now expect to be allowed to live as they wish, and are no longer willing to have a moral or social code forced on them.

Society in Britain and the US is faced with many moral dilemmas and decisions about its future. Many people welcome the chance to discuss moral and social issues such as access to healthcare, fertility treatment for older women, and assisted suicide (BrE euthanasia), and are not content to leave it to politicians or philosophers. In Britain the Radio 4 programme The Moral Maze discusses the moral issues behind  a topic in the news. Many other programmes on radio and television question society's attitudes and values.

 

2. Memorize the following words 

achievements- досягнення 

family values - цінність

representatives - представники

elected - виборний

divorce - розлучення

avoid - запобігати

split up - розлучатися

treat - поводитися

respect - поважати

boundary – кордон, межа 

breakdown - розпад

promote - підтримувати

code - кодекс

fertility – здатність до дітородіння

treatment – лікування, поводження

euthanasia – евтаназія

 

3. SKIMMING …Give the main idea of the text using new words.

 

4. Explain the meaning of the following word combinations using the phrases: 

“I think...”, “I don’t think…”, “I agree…”, “I don’t agree…” 

Family values, to promote traditional family values, moral or social code

 

5. Set a list of your own values.

 

6. Write the essay 

“Society’s values in Ukraine”

 

 

 

 

TEXT 3

SOCIAL CHANGE

1. Read and translate the article

America is a multicultural society. Some have likened it to a melting pot, in which people from different cultures eventually become part of a single American culture. Others believe that a continuing variety of values and traditions is good, and support a pluralist view of society. In the US the white mainstream (= the largest group in society) is now only about 50% of the total population, and some members of this group are worried that their position is under threat. Language is an important social bond, and many Americans believe that encouraging. Hispanic immigrants to continue to speak Spanish, e.g. by providing road signs and school lessons in Spanish, rather than making them use English, will reinforce social divisions and weaken traditional American institutions.

In Britain's multicultural society, different social traditions and sets of values exist together and are generally respected. The white mainstream is much stronger than in the US and, although lack of tolerance has sometimes led to social unrest, the mainstream has not felt seriously threatened. The roles of men and women in Britain and the US have changed enormously-during the 20th century, and women now expect and have the right to similar treatment and opportunities as men. Many women work full time, leaving their children in the care of others. Some people questions whether this is good for the children and, at a wider level, for the institution of the family. Women have moved into many areas of employment which were traditionally male-only, e.g. the law and engineering, and men have to compete with them for jobs at all levels. At home, a man is no longer automatically considered the head of the household. Men are expected to share decision-making, do some of the housework and help look after the children. While women have gained in confidence and status, some men feel uncomfortable and unsure about their role in society.

Britain and the US are both ageing societies. Many more people now reach old age, and society has had to take account of this and provide for their needs. Old people in Britain and the US sometimes receive less respect than they deserve from younger people, and may be considered a burden by their families. Unlike in some countries, many old people do not live with their grown-up children and do not want to be dependent on them.

Young people regularly challenge traditional values and rebel against social norms (= standards of behaviour). In the US especially, young people are encouraged to become independent and question everything from an early age. In Britain, young people were formerly expected to obey their parents and had little chance to express themselves. Many parents are now less strict and think that children should be encouraged to develop their own ideas. Many young people have a strong social conscience and work to change things that seem unfair, but some become cynical (= believe that people will do things only for their own benefit) and opt out of society and look for an alternative lifestyle.

From «A Guide of British and American Culture»

 

2. Memorize the following words value - цінність

variety - різноманітність

threat - погроза

bond – зв’язок 

reinforce - посилювати

lack - брак

tolerance - терпимість

full time - повний робочий день

employment - зайнятість

male – чоловічий

compete – конкурувати, змагатися

household – сім’я 

share decision-making – вирішувати спільно

confidence - упевненість

unsure - невпевненість

ageing – старіючий

opportunities - можливості

respect - поважати

burden - тягар

dependent - залежний

rebel - протестувати

obey - коритися

express oneself – виражати себе

strict - суворий

develop ideas – розвивати ідеї

social conscience – суспільна свідомість

unfair – нечесний 

cynical - цинічний

opt out of society – відмовлятися жити за законами суспільства

 

3. Write the words in the correct column below.

 

Fertility, treatment, variety, threat, tolerance, opportunities, full time, employment, opt out of society, compete, share decision-making, confidence, unsure, ageing, respect, burden, dependent, rebel, obey, express oneself, strict, develop ideas, cynical.

 

Words associated with men Words associated with women Words associated both with men and women

    

 

4. SCANNING…Find in the text and explain in Ukrainian what is meant by phrases:

Moral dilemmas; moral and social issues; society's attitudes and values; pluralist view of society; assisted suicide; the white mainstream; the roles of men and

women; employment which were traditionally male-only; may be considered a burden by their families; challenge traditional values; social norms; lack of tolerance; look for an alternative lifestyle.

5.SCANNING… Read the text again and

a) Characterize culture, values and roles of men and women of

- American society;

- Britain society;

- Ukrainian society.

b) Find differences and similarities in the societies.

6. Answer the questions and discuss:

1) Why is man no longer automatically considered the head of the household?

2) Do you agree that old people receive less respect than they deserve from younger people?

4) What are social norms? How do you understand them? Give examples.

3) Why do young people regularly challenge traditional values and rebel against social norms?

4) - What person is tolerant? Characterize.

- What person is cynical? Characterize.

7. Brainstorm - traditional values;

- alternative lifestyle.

- life of young people in Ukraine. 

8. Role-playing.

You are going to make a speech at the conference “Employment of the region”. You task is to tell about jobs for men and women”. Be ready to answer:

“What kind of the jobs are traditionally male only (traditionally female only)?” Why?

 

 

 

 

TEXT 4

ARRANGED MARRIAGE IN THE UK

Part 1

1. 1. Read and translate the extract from the article “Arranged marriage in the UK”

Due to its increasingly multi-cultural nature, Britain has seen a rise in arranged marriages. Although they are often portrayed in a wholly negative light, statistics show that divorce rates are lower for arranged marriages than for “love marriages”. 

Although other ethnic groups use arranged marriages, they occur in Britain predominantly within the Asian community. An arranged marriage is one where the parents arrange for their children to marry, rather than the child finding his own partner (a love marriage). The degree of contact between the prospective spouses varies — sometimes the two have never met or even seen each other, but more often today they have a series of meetings over a period of time, often several months.

2. Memorize the following words 

arranged marriages – влаштований шлюб  

divorce rates - рівень розлучень

love marriages – шлюб з кохання

predominantly - переважно

prospective - майбутній

spouse – чоловік, дружина

 

3. Explain

- the difference between arranged marriages and love marriages

- divorce rates lower for arranged marriages than for “love marriages”.  

4 Read and translate the extract from the article “Arranged marriage in the UK”

Part 2

MARRIAGE IN MULTI-CULTURAL BRITAIN

Arranged marriages are more or less unheard of between white Britons. The norm for them, as in Western society in general, is to find their own partner. Despite high divorce rates in the West, marriage is still undertaken as a commitment for the rest of your life — choosing to marry is one of the most important decisions you will ever make. Marrying someone you hardly know and are not in love with is an alien concept to most Westerners, but to people with their origins in the Indian sub-continent, an arranged marriage is often the only acceptable form of marriage. Love marriages may be seen as driven by superficial motives such as lust. Young Asians in Britain today find themselves torn between these two diverse views of marriage, the one of their parents, and the one of the society they have grown up in.

5. Memorize the following words 

despite – незважаючи на

undertaken –мин. здійснювати

acceptable прийнятий

superficial - несерйозний

lust - пристрасть

diverse- різний

 

6. SCANNING…Answer the questions:

1) What is the norm for white Britons to get married?

2) Why is an arranged marriage often the only acceptable form of marriage to people with their origins in the Indian sub-continent?

3) Why do young Asians in Britain find themselves torn between these two diverse views of marriage?

 

7. Read and translate the extract from the article “Arranged marriage in the UK”

Part 3

FORCED MARRIAGE

Also, there is another issue which has darkened the arranged marriage debate — that of forced marriage. This is when the parents not only arrange the marriage, but also force one or both of the partners to marry against their will, using either emotional or physical means. Often the parents invite the child on a holiday to their home country - cases in Britain involve people from the Indian sub-continent, as well as East Asia, the Middle East, Europe and Africa — and then force them to marry when they are there and cannot escape. Forced marriages violate internationally recognized human rights, and may be viewed as a way of oppressing women, by controlling their behaviour and sexuality.

8. Memorize the following words

forced marriage – примусовий шлюб 

will - воля

means - засоби

involve - зачіпати

escape - уникнути

violate порушувати

human rights – людські права

oppress - пригнічувати

behaviour - поведінка

 

9. Explain the meaning of word combination - forced marriage

 

 

 

10. Read and translate the extract from the article “Arranged marriage in the UK”

Part 4

WHY PARENTS FORCE A MARRIAGE

Motivations for parents to force a marriage are complex, but often involve the preservation of family honour, desire to strengthen family links, family pressures, and the prevention of relationships considered unsuitable (often with someone outside the caste, ethnic group or religion). Such parents usually feel they are acting in the interests of their family by forcing a marriage, but in doing so they can destroy their family. Either upon the threat of forced marriage, or after the act, a child may run away and never contact their family again. Those who do not run away often feel isolated', and may become depressed and even suicidal. Their trust in their family is destroyed, and they will usually resent both their family and their new spouse.

11. Memorize the following words

preservation - запобігання

pressures - тиск

prevention - запобігання

caste - каста

destroy - руйнувати

isolate - відділяти

suicidal самогубний

resent ображатися на кого-н.

 12. Answer the questions:

1) Why do parents force a marriage?

2) How do you think if it is possible to have happy family in this kind of marriage? Why?

 

13. Read and translate the extract from the article “Arranged marriage in the UK”

Part 5

DISADVANTAGES OF ARRANGED MARRIAGE

"How can you tell if you can live with someone for the rest of your life after a few select meetings?" says Meena Patel, aged 21. This is the crux of the debate between arranged and love marriages. Living together outside of marriage is now common in the West, due to our reluctance to marry until we feel we know our partner really, really well. When people like Meena see their friend’s relationships end after several years, no one can blame them for worrying that no matter how many times they meet a prospective husband, if it is with a chaperone and over only a period of moths, it won't prepare them for the day-to-day reality of married life. She says that "today's parents are better about this, and often let you meet them as much as you like, so you can get to know them." But this is still not enough for her — she wants a marriage based on love, where she feels she knows her partner better than anyone else, and

has been seeing him for several years.

Meena's parents have already taken her to meet one prospective husband, whom she rejected. Her experience highlights the fact that, although arranged marriages are supposed to ensure the marriage is based on more important, long-lasting qualities, the opposite is often true. As you barely know your prospective spouse, all you have to go on is their looks.

“People get stressed about marriage, it seems as if marriage is the only aim of our lives – especially girls” she says. “I think society scares most parents into arranging an early marriage. Whenever you go anywhere, people notice you and bear you in mind as a prospective spouse. When I met this guy – I felt like I was being driven off to be sold, as I was made to look my best. It makes me wonder, would the family have rejected me if I was not wearing any make-up?

14. Memorize the following words

crux – важке питання

reluctance - небажання

blame - звинувачувати

chaperone – літня дама, що супроводжує молоду дівчину

reject - відмовляти

highlight висувати на перший план

to go on smth. – мати що-н. (у своєму розпорядженні)

bear in mind –мати на увазі

 

15. Answer the questions

1) What disadvantages do arranged marriages have?

2) Are there arranged marriages in your country? 3) Do you agree that marriage is the only aim of our lives – especially girls? 

 

2.1.SKIMMING…Look through the article “Arranged marriage in the UK” and give the main idea.

2. Brainstorm.

Arranged marriages, love marriages, forced marriages. Advantages and disadvantages.

7. Answer the questions:

1) Why are divorce rates lower for arranged marriages than for “love marriages”?

2) Why are there high divorce rates in the West if marriage is still undertaken as a commitment for the rest of your life?

3) Do you agree that forced marriages violate internationally recognized human rights?

4) Can we say that marriage is a way to control our behaviour and sexuality?

5) Why do parents want their children to get married without their will if it hurts them very much? Can we say that it is violence against women?

6) Who suffers more in arranged or forced marriages, a man or a woman?

7) Can we say that social norms lead to arranged or forced marriages? Explain.

8) Why are there forced marriages today? 

8. Questions for analyses and reflection:

- How do you see relations between men and women in our society? Choose your variant and explain:

a) friendly b) aggressive c) collaborative d) partners с) indifferent

- What relations between men and women can be (in society, at work, in the family) to your mind?

- What dominant culture do we have in our country (think about social norms, roles and gender stereotypes of men and women in the family and at work)?

 

9. Write the essay

“My future marriage”

 

TEXT 5

BEST OF BOTH WORLDS

1. SKIMMING …Read the article and give the main idea.

 Most mothers want to combine family life with their careers. Most working women with children are refusing to put their job before their families, a study has revealed.

They are choosing to have the best of both worlds by altering their working lifestyle to make it fit around their role as a mother.

The findings challenge the myth that more and more women in highflying careers continue to see their job as their top priority after giving birth.

About 60 per cent of women fall into the 'adaptive' category, making time for their families while continuing to work. Only around 20 per cent are work-centred, researchers found.

The final 20 per cent are home-centred, giving priority to their family life. They are likely to give up their job to stay at home with the children.

The research was carried out by Dr Catherine Hakim, a sociology professor at the London School of Economics. She said: 'Over the last 20 years, we have seen a completely new scenario in terms of social and economic changes. Women have genuine choices for the first time in history and they are choosing from one of three distinctive lifestyles. A minorityof women are work-centred, a minority are home-centred and the majority are in the middle. 

'These women, who I call "adaptives", want the best of both worlds. They want to combine family and paid employment and never going to give priority to paid employment'.

Most women who took on part-time work after having children fell into the adaptive' category, said Dr Hakim. Others chose their job, such as teaching,on the basis that it would allow them to maintain a balance between their home and work lives.

Dr Hakim warned, however, that 'adaptive.women' were unlikely to reach the top of profession. Despite the 'massive influx' of women in higher education and management-type jobs, work-centred women were in the minority, she said. The so-called hundred-percenters' ended to be more focused than other women on competitive activities such as sport or politics and fitted their family life around their work, with many remaining childless even when married.

Home-centred women were the most 'invisible' group because of the current political focus on high-achieving, working women.

They chose to give priority to their private and family life after marriage, and were the most likely to have large families.

Dr Hakim's research was based on a survey of 3,700 people in Britain and Spain who were questioned about their lifestyle choices.

From "Daily Mail"

2. Memorize the following words

combine –поєднати

refuse - відмовлятися

reveal - свідчити

alter - змінювати

myth - міф

priority - пріоритет

adaptive – що пристосовується

work-centred – орієнтований на роботу

home-centred – орієнтований на сім’ю 

give up - кидати

genuine - справжній

distinctive – відмінний 

part-time work неповний робочий день

influx - приплив

invisible – непомітний 

 

3. SCANNING…Read the article and say:

1) Which one of the following statements is not true according to the information in the article?

- Most working women with children are not refusing to put their job before their families;

- About 60 per cent of women fall into the 'adaptive' category, making time for their families while continuing to work;

- Home-centred women are likely to give up their job to stay at home with the children;

- Women have genuine choices for the first time in history and they are not choosing from one of three distinctive lifestyles;

- However, that 'adaptive women' were likely to reach the top of profession;

-Home-centred women were not the most 'invisible' group because of the current political focus on them.

2) What myth do the findings challenge in the article?

 

4. Discuss in groups:

1) The role of a modern woman in Ukraine

2) The role of a modern man in Ukraine

3) Presentation of the main roles of men and women in mass media. Give examples.

4) Listen to the other group’s opinions and compare them to your own.

5. Questions for analyses and reflection:

- What group of women do your relatives belong to?

- What group of women would you choose for yourself (for your wife) in future? 

- What are the main roles of a man and a woman in their lives? Can we say that they are gender stereotypes?

TEXT 6