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ПРИЛОЖЕНИЕ № 1

Анкета преподавателя

1 Как часто на уроках английского языка Вы касаетесь вопросов культуры?

Часто

Иногда

Никогда

Обращаете ли Вы внимание учащихся на реалии родной культуры при изучении явлений и фактов иноязычной культуры? Проводите ли сравнение между ними?

Всегда

Иногда

Никогда

3 Пользуетесь ли Вы при подготовке и проведении уроков пособиями по культуроведению Великобритании? Если да, то как часто?

Да

Нет

Обращаетесь ли Вы к пособиям, содержащим данные социологического характера, типа «Social Trends»?

Да

Нет

Какой из учебных курсов, по которому Вы работаете (работали) нравится Вам больше всего? Почему?

По каким пособиям Вы бы хотели заниматься с учащимися 10-11-х классов школ с углубленным изучением английского языка?

Какой учебный курс представляется Вам наиболее эффективным с точки зрения социокультуроведческой наполняемости?

Стоит ли, на Ваш взгляд, вводить в учебный процесс специализированный социокультуроведческий курс?

Да

Нет

Не знаю

Владеют ли, по Вашему мнению, учащиеся старших классов школ с углубленным изучением английского языка достаточными знаниями для вступления в межкультурный диалог с представителями другого народа?

Да

Нет

Не уверен(а)

Что необходимо предпринимать для более успешной подготовки школьников старших классов к взаимодействию с носителями иной культурной общности?

С какими из приведенных понятий знакомы Ваши ученики?

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 № 2

Анкета учащегося

1 Считаешь ли ты, что знаешь достаточно о Великобритании и британцах?

Да

Нет

Не знаю

Какие из учебных курсов, по которым вы занимаетесь (занимались) понравились тебе больше всего? Почему?

Откуда ты получаешь информацию о своих современниках за рубежом?

Друзья

Родители

Поездки

СМИ

Internet

Другое

Как часто на занятиях по английскому языку вы касаетесь вопросов культуры Великобритании? США?

Часто

Иногда

Никогда

Сравниваете ли вы на занятиях по английскому языку, при изучении какой-либо темы особенности британской (американской) культуры со своей родной культурой?

Всегда

Иногда

Никогда

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?

Должны ли присутствовать на уроке социологические данные? Помогут ли они тебе лучше понять как чужую, так и свою культуру?

Да

Нет

Не знаю

Хотелось бы тебе посещать специализированный курс по социокультуроведению Великобритании?

Да

Нет

Не знаю

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 .

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 16^th 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.

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?

Let's point out the similarities and differences between our two countries.

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

1975 and 1986 Sex Discrimination Acts make discrimination between men and women unlawful in employment, education and other spheres

Task 2. Answer the questions:

What dates are very important and what are less important?

Which fact influenced the history more?

Can you continue the list of dates?

Task 3. Brush up your memory and make the list of the main events in Russian history in chronological order.

III. Discussion (20 min.)

Task 1. Divide into 4 groups and compare the main events in the history of two countries.

Home task: Think of the notions “Britishness” , “Russianness” and what meaning they involve.

Topic: Britishness

Problem: Britishness : what it is ? Russianness: What is it?

Level : Upperintermediate /Advanced

Aim: To give definition of “britishness” and “being British” “russianness” and “being Russian”

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 4

I. Leading- in

Role play - round table (25 -30 min .)

Task1.

Divide into 5 groups and imagine yourself as Englishmen, Scottish, Welsh, Irish and Russian .Think of what you can tell the rest representing national characters.

II Presentation and giving questions (10 min.)

Task 1. Listen to a presentation and point out what is interesting to you .

III. Summarizing (10 -15 min.)

Returning to the 1^st lesson let's try to clarify what does ``Britishness`` mean ?

If there is ``Britishness`` there must be ``Russianess`` How can we define this ?

What facts should one know when he/she faces the problems of multicultural society?

Topic: Britishness

Problem: Stereotypes and Attitudes

Level: Upper Intermediate / Advanced

Aim: To notice social and cultural differences; to teach tolerance towards the unknown and unique.

Teaching Aids: : “Faces of Britain”(by E. Laird), “UK Today”(TV series), “Spotlight on Britain”(by S. Sheerin, J. Seath, G. White)

Lesson 1

Procedure

Leading in Activity. (7-10 minutes)

It's always difficult to try and define what different nationalities are like. Stereotypes of national traits, values and patterns of behaviour are, by their nature, very general. For example, the behaviour of 48 million people is often categorised with the four words `The English are reserved'.

Is it possible to talk about characteristics, about types of behaviour, about value systems which are peculiar to a particular nationality? Is it desirable? Is it useful? Is it inevitable?

Specifically, what do you understand by `the English'?

Specifically, what do you understand by `reserved'?

Giving definitions and comparing. (10 minutes)

What we will be attempting to do today is to deconstruct some of the commonly held stereotypes about Britain and to explore how far it is possible to construct an image of Britain and the British through personal and anecdotal experiences.

What are some of the views you have of:

The French/France?

The British/Britain?

The Americans/The USA?

The Russians/Russia?

The Japanese/Japan?

Adjusting Stereotypes (10-12 minutes).

I asked my British friend if she associated the following things with Russia. Which do you think she answered `strongly associate' to and which do you think she answered `weakly associate' to?

Spying	Lenin
Vodka	Food shortages
The roads	The winter
The arms race	Sporting achievements
Communism	Literature
Queueing	Arts
Economical crisis	War in Chechnya

Do you agree with these statements or not?

What do you strongly associate with Britain and the British? Make a list below and then compare it to the person sitting next to you.

Summarising. (5-7 minutes)

Today we got acquainted with stereotypes of different countries. Can you predict which of them are true and which are not?

Home Assignment: Ask 3 people about their attitude to the British and make a report next time.

Topic: Britishness

Problem: Stereotypes and Attitudes

Level: Upper Intermediate / Advanced

Aim: To notice social and cultural differences; to teach tolerance towards the unknown and unique.

Teaching Aids: : “Faces of Britain”(by E. Laird), “UK Today”(TV series), “Spotlight on Britain”(by S. Sheerin, J. Seath, G. White)

Lesson 2

Procedure

Leading in Activity. (5 minutes)

Let's revise what stereotypes you came across when you were asking about the British?

Put the most common answers on the blackboard.

Breaking stereotypes. (15 minutes)

Read the passage about the British.

Have you expected such facts?

Can you recall any of the traditions the Russians follow since the ancient time?

III. Discussion (10 minutes).

Is it a stereotype that nationalities and races should never mix?

How do you understand the saying “Like should marry like”? Does it depend on:

social status;

education;

nationality;

age;

religion?

Do you know any examples of an “unequal marriage”?

IV . Video watching (10 minutes)

Watch the film about an African-British and his family. While watching pay attention to the different people's attitude towards the family.

V .Comprehension Check.

Answer the questions:

Why did the hero choose UK?

What was the family reaction for his decision?

Why did the father of the bride reject him first?

How do people treat the man?

Is he tolerant enough himself?

So, we realised that all people are unpredictable and one should be very cautious of accepting the stereotyped images.

ПРИЛОЖЕНИЕ №4

Образцы текстов для работы по темам с социокультуроведческим курсом

Text #1.

Marriage Customs

Task 1. Here is the definition of the word `custom'. “Custom - something that a person usually does in a particular situation”.

Brainstorm in groups of 3 what customs besides the marriage custom you know and answer the question “Do you think that marriage custom is one of the most important? Why?”

Task 2. Read the text and pay special attention to promises being made.

Before reading study the glossary attentively:

vow - promise, swear

undertake - devote oneself to

considerate - tender

perform - to do, to carry out

in-laws - parents of husband and wife

conscientiously - carefully

cherish - appreciate

sacred - holy

canopy - special cover, roof

consecrated - blessed

reciprocal - mutual

secular - civil

In many marriage ceremonies, promises or vows are made. These may not always be said in words, but may be implied by acts of the ceremony. Sometimes these promises are made between the families rather than between the individuals.

Buddhist

The ceremonies vary in the different countries. However in Sri Lanka, these traditional vows are taken:

Towards my wife I undertake to love and respect her, be kind and considerate, be faithful, delegate domestic management, provide gifts to please her.

Towards my husband I undertake to perform my household duties efficiently, be hospitable to my in-laws and friends of my husband, be faithful, protect and invest our earnings, discharge my responsibilities lovingly and conscientiously.

Christian

In the marriage service, the bride and the bridegroom make the following vows to each other:

I take you to be my wife/husband, to have and to hold from this day forward; for better, for worse, for richer, for poorer, in sickness and in health, to love and to cherish, till death us do part according to God's holy law; and this is my solemn vow.

Then when the ring/rings are given they say:

I give you this ring as a sign of our marriage. With my body I honour you, all that I am I give to you, and all that I have I share with you, within the love of God, Father, Son and Holy Spirit.

Hindu

In the wedding ceremony, the bridegroom makes vows of faithfulness and promises to care for his wife and to share with her. The vows are taken while the couple walk round a sacred fire. When the bridegroom has made his vows, the bride makes only one promise to be faithful. Like Sita in the Ramayana, wives are expected to be loving, faithful, loyal and willing even to share the misfortunes of their husbands.

Jewish

The couple stand under a canopy and the groom says, 'I will be a true husband to thee. I will honour and cherish thee, I will work for thee; I will protect and support thee.'

The groom puts a ring on the bride's first finger and says, 'Behold thou art consecrated unto me by this ring according to the Law of Moses and Israel. However, the Jewish Law recognises the marriage relationship as reciprocal. Accordingly, just as the husband agrees to be faithful to his wife and to look after her, so too is this implied as binding upon the bride when she accepts the ring from the groom and agrees, of her own free will, to enter into the marriage relationship.

Muslim

Marriage in Islam is very much the combining of two families as well as two people.

Marriage is a civil contract transacted before God, but Islam recognises no distinction between the religious and the secular. When the contract is signed, the girl is taken from her parents' house direct to her new one. There is usually music on the way. Then the man is paraded through the town to announce the new marriage.

Sikh

Sikh weddings must always take place in the presence of the Guru Granth Sahib (a holy book). The groom sits in front of the book and the bride takes her place on the left hand side of the groom. The couple agree to the marriage by bowing to the Book. They are tied together with a scarf and then walk around the Book, while a special hymn is sung. This hymn not only gives advice to the couple, but stresses the importance of the union between God and man. As well as being the joining together of two people, it is the joining together of two families.

Task 3. Do you think that the customs mentioned above mirror the culture of appropriate religions? Dwell on the problem in pairs.

Task 4. Which kind of marriage ceremony would you like to visit? Why?

Text #2.

Who Is a Typical Teenager?

Task 1. Who are teenagers and why are they called so? What age groups of people belong to this category? Can you refer yourselves to this group?

Task 2. Read the text. Make up your mind whether the same can be referred to teenagers in Russia.

In Britain there is an expression "typical teenager" This is usually said by adults to mean that teenagers are lazy, irresponsible and rude to their parents. But in fact, British teenagers in the 1990s probably work hard at school, respect their parents and plan for their future. Of course, there isn't really any such thing as a "typical" teenager, but we look at some of the things that are important to British teenagers.

Studious and serious? A recent survey showed that teenagers work much harder than they did 10 years ago. In 1986,43 per cent of 14-15-year-old boys and 35 per cent of girls did no homework after school. In 1996, the figure had fallen to 32 per cent of boys and 26 per cent of girls. Many British teenagers say that they like school. Adam, aged 15, says, "I like meeting up with friends and extending my knowledge." Sarah, aged 14, says it's important because it gives you the skills for life. Teenagers think a lot about the future: 57 per cent worry about getting a job when they finish their studies. Jamie, aged 16,says,"You know you can't walk out of school into a job."

Though school is important to many teenagers, other things can be more important. Last year's GCSE (General Certificate of Secondary Education) results were published on the same day as the new Oasis album arrived in the shops. Many 16-year-olds went to buy a copy of the album before they got their results. Paul, aged 16, said,"I don't care about my results - this is more important."

Music and money make the world go round. Paul isn't the only teenager who cares more about music than education. Music is the most important thing in many British teenagers' lives. Some teenage boys spend more than Ј50 a month on music. Money is also important to teenagers. Most of them are given between Ј4 and Ј5 pocket money a week by their parents. Some also have jobs like paper rounds and baby-sitting. Katherine, aged 13, is too young to have a job, but she is doing a lifeguard course so she can work when she's old enough. (You have to be 14 to have a part-time job in Britain.)

Free time.

As well as music, popular activities with teenagers are: sports, computer games, cinema, shopping, watching videos, reading and watching TV. Teenagers watch less TV than they did 10 years ago, but they still watch a lot. They like soap operas, music and sports programmes best.

Smoking and drinking. Parents who worry about their children smoking or taking drugs don't need to worry so much - 70 per cent of British teenagers neither smoke nor want to try it. Most teenagers are against drugs. After Liam Gallagher from Oasis had received a caution for possessing drugs, 43 per cent of teenagers lost respect for him. Most teenagers do drink alcohol -about 80 per cent - but most of them only drink occasionally at family parties and weddings.

Parents - a teenager's best friends? Since the 1950s, teenagers have been supposed to rebel against their parents. But parents today understand teenagers a lot better and have better relationships with their children.

Angela, aged 18, says, "I have a lot of respect for my mum. I know I don't always know best." Stuart, also aged 18, says, "Children aren't rejecting their parents. We are more responsible than in the fifties - we can stay out until midnight, more teenagers own cars."

Task 3. Tell what information was new for you? Was there anything unexpected in the way the British teenagers behave? Discuss it in groups of 3, then change your partners. Share the results with the whole class.

Task 4. Make a survey. Ask 5 to 7 teenagers and find out their attitude towards the following things:

Having free time;

Earning money;

Spending money;

Living with parents;

Trusting adults.

Text #3.

While girls do their homework, boys get lost in cyberspace

Task 1. Divide into 2 groups by gender - males and females. Work out the most popular activities you enjoy.

If you're female, you're going to read this article and feel smug. If you're male, you might feel a desire to use the article to wrap up your old chewing gum or just get annoyed and play a computer game.

According to a recent report, in Britain girls are overtaking boys at school. They are even beating them in subjects such as science and maths, which people used to think were subjects that boys were naturally better at. Surveys show there could be several reasons for this. Boys and girls behave very differently from each other both in and out of school.

In school, statistics show boys mess about more and get into trouble more. Admittedly, they put up their hand to answer questions more but they often have the wrong answer. The girls who were interviewed said they often knew the correct answer but didn't like to put up their hand if they weren't absolutely sure. The survey also showed girls spent much longer doing homework and checking it with each other. Boys may argue that these things do not make girls more intelligent than boys and in some boys' opinions may even make many girls look like swots. However, these things do show that girls have a different attitude to school than boys. Girls are becoming much more competitive and ambitious.

Computer studies?

Experts believe that some boys are spending so much time playing computer games and watching violent films that they are living in a fantasy world. When girls talk about using home computers, they often discuss different types of software that they use for learning. Boys simply talk about computer games.

When 14-year old girls were asked what they would like to do in the future, they mentioned realistic jobs such as vet, teacher or doctor. The boys' answers were either very vague such as, `I just want to be happy and have lots of money' or unrealistic and they said things such as, 1 want to be a fighter pilot.' Their answers were considered worrying because they did not seem very sensible and did not show any concern about unemployment. However, some people might believe that 14 is too young to worry anyhow. Also, the truth is that the majority of 'top jobs' in England are still done by men so many might not see the need to worry. The good news is that after the age of 17, many boys become interested in school again and their exam results show that they have caught up. The problem is just keeping them interested until then...

Task 2. Keep on working in the same groups. Compare the activities presented in the text and decide either you differ from British teenagers or have much in common. Discuss the issue and report your points to the other group.

Text # 4

Sweet 16?

Billie was 16 on her last birthday. By that time she was a very successful pop star and had had a number one hit single in the British charts. It might seem like she has it all, but there are still a few things that she can't do under British law.

Task 1. Here are some of the things she is and isn't allowed to do as a 16-year-old and now they affect her personally. Write the age at which you are allowed to do the same things in your country in the boxes.

You are allowed to leave school at 16.

Billie doesn't go to school, instead she has a personal tutor. She says it is hard to discipline herself to do school work but she wants to continue studying and to complete her education.

You are only allowed to marry at 16 if your parents agree.

This doesn't affect Billie because she doesn't want to get married at the moment and is looking forward to being independent. She says she can't wait to have her own flat.

You are not allowed to have a driving licence until you are 17.

Billie thinks this is annoying because she doesn't like using public transport. She has said that one of the first things she'll do when she's 17 is take driving lessons and buy a car. So for now. she has to sit in the back of the car.

You are not allowed to buy or drink alcohol in a pub until you are 18.

Billie thinks that a lot of teenagers drink alcohol but says that she is too busy to go out and get drunk, so this law doesn't affect her.