6 Считаешь ли ты, что готов полноценно общаться с носителями английского языка?
Да
Нет
Не уверен(а)
7 Какие из приведенных тем представляют для тебя наибольший интерес? Отметь по степени важности.
· Britain and its People
· Young British: Who They Are and What They Want
· History and Geography of Great Britain
· Choosing a Profession
· Holidays and Leisure Time
· Personal Relationships
· Modern British Family
8 Какие другие темы тебе хотелось бы рассмотреть на занятиях по английскому языку?
9 Должны ли присутствовать на уроке социологические данные? Помогут ли они тебе лучше понять как чужую, так и свою культуру?
Да
Нет
Не знаю
10 Хотелось бы тебе посещать специализированный курс по социокультуроведению Великобритании?
Да
Нет
Не знаю
11 Какие из приведенных понятий тебе знакомы?
· Westminster Abbey
· V & A museum
· Bank Holiday
· Eton College
· Kilt
· Official Birthday
· Public house
· Tube
· White Elephant
· Morris Dance
· Old school tie
· GCSE
· Adopted child
· Common-law husband
· Sexual preference
· Generation gap
· Civil marriage
· Obscene swear word
· First footer
· Ill-paid job
ПРИЛОЖЕНИЕ № 3
Примерный план работы над темой “Britishness”
Topic: Britishness
Problem: Britishness : what it is ?
Level : Upperintermediate /Advanced
Aim: To give definition of “britishness” and “being British”
Teaching aids: “Britain: The Country and Its People” (by J. O’ Driscoll), “Social Trends”, “Life in Modern Britain” (by P. Bromhead), “Britain Today” (by R. Musman and D’ Arcy Adrian-Vallance), “Britain Explored” (by P. Harvey and R. Jones)
Lesson 1 .
I. Leading–in Activity (5 min. )
Task1.
There are notions which can not be understood by simple naming. They need to be described and explained. “Britishness” is one of such notions. Let’s try to put some sense into the word ``britishness`` .
- How do you understand it?
- What countries are we supposed to refer to ?
- What language do we speak about? British or English?
- What people possess “britishness”?
II. Giving Profound Information (15 min.)
Task1.
Divide into 3 groups and read the following text about parts of Great Britain. Then share the opinions with your friends.
“Great Britain” is a geographical expression but “The United Kingdom” is a political expression. It originally described the British Isles – the islands which lie between the North Sea and the Atlantic Ocean, not the political or national divisions within them.
The British Isles today are shared by two separate and independent states. The smaller of these is the Republic of Ireland. With its capital in Dublin. The larger, with London as its capital, is the United Kingdom of Great Britain and Northern Ireland. This long title is the result of a complicated history.
The island of Great Britain contains three nations which were separable at earlier stages of their history: England, Scotland and Wales. Wales had become part of the English administrative system by the 16th century. Scotland was not completely united with England until 1707. The United Kingdom is a name which was introduced in 1801 when Great Britain became united with Ireland. When the Republic of Ireland was independent of London in 1922, the title was changed to its present form.
“Britain” and “British” have two meanings. The sometimes refer to Great Britain alone, and sometimes to the UK including Northern Ireland. “England” and “English” are often used to refer to the whole of Great Britain.
III. Comprehesion. (10 min.)
Task 2. Make 3 new groups and explain the differences between “Great Britain”, “The United Kingdom”, “The Republic of Ireland”, “The British Isles”.
IV. Discussion. (10 min.)
Task 3. Answer the questions trying to prove your point of view if necessary.
- How do the inhabitants of the British Isles call themselves?
- Do you think an Irishman would agree to be called English?
- What was the former name of Russia?
- What did the country consist of?
- What parts of today’s Russia can you name?
- Are there many nations living in our country? What are they?
- How do these people call themselves?
Home task: Try to interview someone who can call himself British. Ask him/ her what he/ she understands by “National character”.
Topic: Britishness
Problem: Britishness : what it is ?
Level : Upperintermediate /Advanced
Aim: To give definition of “britishness” and “being British”
Teaching aids: “Britain: The Country and Its People” (by J. O’ Driscoll), “Social Trends”, “Life in Modern Britain” (by P. Bromhead), “Britain Today” (by R. Musman and D’ Arcy Adrian-Vallance), “Britain Explored” (by P. Harvey and R. Jones)
Lesson 2
I . Leading– in (10 min .)
Task1.
Last time we learnt some new facts about UK .
If you succeeded in interviewing a British tell what you could find out .
Discuss with your partner what you understand by Russian national character. Share the information with the rest.
II .Comprehension (15 min.)
Task1.
Divide into 2 groups and read the texts about Northern Ireland and The Direct Rule and Political Initiatives.
NORTHERN IRELAND
Northern Ireland is at its nearest point only 21 km from Scotland. It has a 488 km border in the south and west with the Irish Republic. At its centre lies Lough Neagh, Britain's largest freshwater lake (381 sq km). Many of the principal towns lie in valleys leading from the Lough, including the capital, Belfast, which stands at the mouth of the river Lagan. The Mourne Mountains, rising sharply in the south east, include Slieve Donard, Northern Ireland's highest peak (852 m).
Just under two-thirds of the population are descendants of Scots or English settlers who crossed to northeastern Ireland mainly in the seventeenth century; most are Protestants, British by culture and tradition and committed to maintaining the constitutional link with the British Crown. The remainder, just over a third, are Roman Catholic, Irish by culture and history, and favour union with the Irish Republic.
For 50 years from 1921 Northern Ireland had its own devolved Parliament in which the mainly Protestant Unionists consistently formed the majority and therefore constituted the Government after successive elections. Nationalists resented this domination and their effective exclusion from political office.
An active and articulate civil rights movement emerged during the late 1960s. Reforms were made but sectarian disturbances developed, which required the introduction of the Armv in 1969 to support the police in keeping the peace. Subsequently, sectarian divisions were exploited by the actions of terrorists from both sides, but most notably by the Provisional Irish Republican Army, who claimed to be protecting the Roman Catholic minority,
From 1969 the Northern Ireland Government enacted reforms aimed at securing the minority's right to an effective voice in public bodies. A police authority representative of all sections of the community was created. Commissioners took charge of investigating complaints of maladministration, including discrimination, against government departments and local authorities. A central housing executive became responsible for all public sector housebuilding and the allocation of houses according to need. Local government was restructured and electoral law, including the franchise and the arrangements for reviewing electoral boundaries, was reformed.
Direct Rule and Political Initiatives
Despite the reform programme, the inter-communal violence continued, resulting in a decision by the British Government in 1972 to take over responsibility for law and order. The Northern Ireland Government resigned in protest against this decision and direct rule began. Northern Ireland continues to be governed by direct rule under legislation passed in 1974. This allows the Parliament in London to approve all laws for Northern Ireland and places its government departments under the direction and control of the Secretary of State for Northern Ireland, who is a Cabinet minister.
Legislation passed in 1973 provided for a measure of devolved government in Northern Ireland. This arrangement came into force in January 1974, following agreement between the Northern Ireland political parties to form a power-sharing Executive. The Executive, however, collapsed in May 1974 and there has been no devolution since.
Attempts have been made by successive British governments to find a means of restoring a widely acceptable form of devolved government to Northern Ireland. A 78-member Assembly was elected by proportional representation in 1982. Four years later this was dissolved after it ceased to discharge its responsibilities to make proposals for the resumption of devolved government and to monitor the work of the Northern Ireland government departments. One of the reasons for the Assembly's dissolution was the Unionists' reaction to the signing of the Anglo-Irish Agreement between the British and Irish governments in November 1985.
The objectives of the Agreement are to:
• promote peace and stability in Northern Ireland;
• create a new climate of friendship and co-operation between the peoples of Britain and the Irish Republic; and
• improve co-operation in combating terrorism.
The Agreement commits the British and Irish governments to the principle that Northern Ireland shall remain part of Britain for so long as that is the wish of a majority. It recognises that at present a majority in Northern Ireland wishes to remain part of Britain. Both governments have undertaken that, should a majority in Northern Ireland formally consent to the establishment of a united Ireland, they would introduce and support the necessary legislation. The Agreement binds both governments to these commitments in international law.
The Agreement also established an Intergovernmental Conference, through which the Irish Government can put forward views and proposals on specified matters affecting Northern Ireland affairs. This only applies where these matters are not the responsibility of a devolved administration in Northern Ireland and where cross-border co-operation can be. promoted in the interests of both countries. There is no derogation from the sovereignty of either the British or the Irish Government as a result of the Agreement; each retains full responsibility for decisions and administration within its own jurisdiction.
The British Government remains committed to the principle of a locally accountable administration acceptable to, and enjoying the support of, both sections of the community. Political talks with the four main constitutional parties (the Alliance Party, the Social Democratic and Labour Party, the Ulster Unionist Party and the Ulster Democratic Unionist Party) and the Irish Government are continuing. More details are given in the Foreign & Commonwealth Office publications Northern Ireland and Survey of Current Affairs.
Northern Ireland returns 17 members to the United Kingdom Parliament. In the April 1992 general election the Ulster Unionists won 9 seats, the Democratic Unionists 3 seats and the small Ulster Popular Unionist Party 1 seat. The remaining four seals were won by the Social Democratic and Labour Party which took the only Sinn Fein seat. The Alliance Party, set up to offer an alternative to Unionist and Nationalist parties, did not win a seal.
III. Discussion (15 min.).
Task 1. Make 4 new groups and share the information you got.
Task 2. Answer the questions and prove your point.
- Are Irish people happy to be the part of UK?
- What problems do you know about?
- Is there tension between the common people?
- How can we compare the situation in Northern Ireland with the situation in Chechnya?
Fulfill the table giving your reason and proving your opinion .
| Similarities | Differences |
Home task: Think of what you would do to make the people feel comfortable and friendly towards each other.
Topic: Britishness
Problem: Britishness : what it is ?
Level : Upperintermediate /Advanced
Aim: To give definition of “britishness” and “being British”
Teaching aids: “Britain: The Country and Its People” (by J. O’ Driscoll), “Social Trends”, “Life in Modern Britain” (by P. Bromhead), “Britain Today” (by R. Musman and D’ Arcy Adrian-Vallance), “Britain Explored” (by P. Harvey and R. Jones)
Lesson 3
I. Leading- in (5 min .)
Task 1. Report your ideas to the group of improving the situation in a multicultural society such as United Kingdom and Russia.
II. Comprehension (15 min.)
Task 1.Revise the chronological dates in British history.
Dates in British history
1381 Peasants' Revolt in England - result of various historic grievances, its immediate cause the burden of three poll taxes
1455 Wars of the Roses - name later given to sporadic political and dynastic troubles, involving claims of houses of Lancaster and York to English Crown
1534-40 English Reformation: Henry VIII establishes the Church of England
1555 Muscovy company - forerunner of other joint-stock companies - founded to promote English trade with Russia
1558-1603 Reign of Elizabeth I - successful, cautious and competent .
l590- l613 Plays of Shakespeare written
1649 Execution of Charles I - demanded by army leaders and radicals after the King's defeat during the civil wars between Crown and Parliament
1679 Habeas Corpus Amendment Act greatly improves the means by which a person may establish a right to liberty, for example by securing release from unjustifiable detention in prison
1694 Bank of England founded
1775 – 83 American War of Independence - Britain loses American colonies
l760s- l830 Industrial Revolution
1767 James Hargreaves's spinning jenny invented
1769 Richard Arkwright's waterframe -a water-powered textile spinning
machine - patented
1779 Samuel Crompton's mule – for spinning yam for use in muslinmanufacture - invented 1825 Siocktori to Darlington railway built 1831 Michael Faraday discovers magneto-electricity
1803 –1815 Britain involved in continental conflict to contain Napoleon's expansionism
1801 First census in England and Wales -a census has been held every ten years since, except in 1941
1807 Slave trade to British colonies abolished
1829 Civil disabilities hitherto suffered by Catholics in Britain
1832 First Reform Act extends right to vote to men in certain economic categories and abolishes many rotten boroughs in England and Wales
1833 Britain abolishes slavery in all its colonies
1837 –1901 Reign of Victoria - at its close the British Empire has expanded to almost one-fifth of the world land mass and one-quarter of the world population
1848 Public Health Act mirrors philanthropic activity to improve sanitary conditions and curb cholera
1860 London General Omnibus Company carrying 40 million passengers a year reflects improvement in suburban transport
1883 Bribery and other corrupt practices are made illegal at elections
1911 Parliament Act restricts powers of House of Lords
1918 Fourth Reform Act gives vote to men over twenty-one and a substantial measure of suffrage to women over thirty
1928 All women over twenty-one win vote
1940 Battle of Britain, in which RAF Fighter Command prevents Nazi invasion of England during the second world war
1942 Beveridge Report forms basis for postwar social reconstruction and a comprehensive social security system
1944 Education Act compels local authorities to provide secondary education, raises school-leaving age to fifteen and paves way for further educational reforms