A. Девіантністю можливо вважати порушення очікуваних правих та норм.
В. Аномальністю варто вважати порушення очікуваних правих та норм.
С. Девіантність – жорстокість по відношенню до правил та норм.
2. It might be the behaviour that departs significantly from social expectations.
А.Це була форма одягу, яка відрізняла службовців від звичайних людей.
В. Це може бути така поведінка, яка би значно відрізнялася від соціальних очікувань.
С. Це може бути така поведінка, яка значно відрізняється від соціальних очікувань.
3. Sociologists have to stress social context, not just individual behaviour.
A. Соціологам доводиться враховувати соціальний контекст, а не лише індивідуальну поведінку.
В. Соціологи переживають через соціальний контекст та індивідуальну поведінку.
C. Соціологи впливають на соціальний контекст та індивідуальну поведінку.
Аномальність має бути розглянута з точки зору групових інтересів.
А. Deviance can be looked at in terms of group processes.
В. Deviance must to be looked at in terms of group processes.
С. Deviance must be looked at in terms of group processes.
5. Соціологи мають визнати, що не усі типи поведінки оцінюються аналогічно.
A. Sociologists have to recognize that not all behaviours are judged similarly.
B. Sociologists have to recognize that all behaviours are judged similarly.
C. Sociologists have recognized that not all behaviours are judged similarly.
6. Що вважається девіантною поведінкою в одній групі, може не вважатися такою у іншій.
A. What are deviant to one group may not be considered deviant to another.
B. What is deviant to one group must not be considered deviant to another.
C. What is deviant to one group may not be considered deviant to another.
v WRITING
Task 23. Think about the main concepts of social control. List all the problems touched upon in the text. Discuss the outcome together.
Task 24. Summarize what you have read in the text from this unit 10 sentences.
Task 25 Prepare a brief report (about 70 words) on the theories of social control and crime. Find additional information on the problem.
Begin with:
CHECK YOUR WORK
Have you
used any interesting expressions from the text in your summary?
checked your spelling?
used any Modal forms?
| Analysis Score 17 to 30 Your attitude towards your emotions is a healthy one. You aren't ashamed to let your emotions show occasionally, and you will undoubtedly be much healthier because of this attitude. You are likely to be a good social advisor. Score 8 to 16 You know how to let your emotions show but you still find it difficult to do so as often as you should. You should be prepared to let your emotions out more often. When you feel sad let yourself cry, when you feel angry, let your anger show, when you feel happy allow a smile to cross your face. Allowing your emotions out in this way will do wonders to your physical and mental health. Score 7 or less You are definitely very uptight. You really do need to allow your emotions flow out a little. There isn't anything really wrong in allowing people to know how you feel. |
KEY LANGUAGE
| Unit 1 society interaction social structure culture sociology emergent social reality anomie functional and structual analysis manifest functions latent functions conflict theory symbolic interactionism ethnomethodology social sciences mechanical solidarity organic solidarity | Unit 2 scientific method science causal relationship variable independent variable dependent variable correlation hypothesis population sample simple random sample stratified sample concepts theory survey extrapolate interview case history replication participant observation experiment content analysis |
| Unit 3 bureaucracy ideal-type universalistic standards particularistic standards displacement of goals coercive power remunerative power normative power total institutions substantial rationality functional rationality | Unit 4 сommodity social identity social identity dual labor market dead-end jobs "pink collar" occupations upward mobility social ladder enhance stratification |
| Unit 5 free time work leisure pre-indusrtial society industrial society post-industrial society alienation affluent worker extension opposition neutrality conspicuous leisure | Unit 6 social change social conflecit industrialisation culture diffusion material culture adaptive culture culture lag cohort vested interest revolution relative derpivation |
| Unit 7 education cultural transmission seceltion and screening hidden curriculum instrumentalism equality of opportunity equality of achievement functional illiteracy open classroom | Unit 8 the economy custom economy command economy laissez-faire economy free market the invisible hand productivity Gross National Product (GNP) capitalism returns to scale oligopolies |
| Unit 9 health medicine mortality rate medical model social model sick role medicalize social health movement | Unit 10 protestant ethic structural unemployment world-system theory socialism mixed economy |
| Unit 11 prohibition incest taboo biological paternity legitimacy sullen indifference self-sufficient unit social welfare polygyny polyandry reciprocity | Unit 12 sex-role stereotypes advocate breadwinner widow women’s movement the Great Depression lobbying group alleviate pre-kindergarten school child-care agency |
| Unit 13 proponent social behaviour delinquency personality disorder reinforcement denounce deviant manner inner containment social anxiety inclination |
GRAMMAR REFERENCE
APPENDIX 1
TENSES
| ASPECT | SIMPLE | CONTINUOUS | PERFECT | PERFECT CONTIOUS | |||||
| MEANING | WHEN? | AT WHAT TIME? | BY WHAT TIME? | SINCE WHAT TIME? HOW LONG? | |||||
| PERIOD OF TIME | Usually, often, always, seldom, every day (week, month, year) | Now, at the moment | Ever, never, just, already, not …yet, by 3 p.m. | Since 3 p.m., for a long time, for a month... | |||||
| PRESENT | + | V, Vs | + | am is + V ing are | + | have has + V ed, V3 | + | have has + been + V ing | |
| ? | ? | ? | ? | ||||||
| - | - | - | - | ||||||
| PERIOD OF TIME | Yesterday, last week (month, year), long ago | Yesterday at 3 p.m., yesterday from 6 till 7, when you came… | Yesterday by 3 p.m., before some time in the past… | Yesterday since 3 p.m., for some time in the past | |||||
| PAST | + | Ved, V2 | + | was + V ing were | + | had + V ed, V3 | + | had + been + V ing | |
| ? | ? | ? | ? | ||||||
| - | - | - | - | ||||||
| PERIOD OF TIME | Tomorrow, next week (month, year) | Tomorrow at 3 p.m., tomorrow from 6 till 7, when you come | Tomorrow by 3 p.m., by some time in the future | Tomorrow since 3 p.m., for some time in the future | |||||
| FUTURE | + | will + V | + | will + be+ Ving | + | will + have + V ed, V3 | + | will + have + been + V ing | |
| ? | ? | ? | ? | ||||||
| - | - | - | - | ||||||
APPENDIX 2
RELATIVE CLAUSES
Defining relative clauses
· We use defining relative clauses to give more information about a person, thing, place or time and make it clear which one we are talking about.
· We use these relative pronouns:
ü who or that for people: The people who/thatwork here are very friendly
ü which or that for things: The bus which/that goes to Paris leaves from here
ü whose for possession: The man whose carwas stolen was very upset
ü when or that for a time: I remember the day when/that I started school
ü where for a place: That’s the house where she used to live
ü why or that for a reason: He explained the reason why/ that he was so late
· A relative pronoun can be the subject or object of relative clause: The man that lives here is very nice. (The man lives here = subject) The man that I met is very nice. (I mat the man = object)
We can leave out the relative pronoun when it is the object of the relative clause: The man I met is very nice.
· When a verb is followed by a preposition, we usually put the preposition at the end of the relative clause: Is this the bag (that) you were looking for?
· We don’t use what to introduce a relative clause
· We don’t use another pronoun (he, she, it, etc.) as well as a relative pronoun
Дата: 2016-10-02, просмотров: 205.
