II. Reading

A. Using a dictionary study the words below and read carefully their dictionary entries. Look up for their one-rooted words and complete the sentences with the correct word or phrase:

1. to inherit – …

2. occupation – …

3. income – …

4. to identify – …

5. wealth – …

6. to be worth – …

7. flexible – …

8. rigid – … .

9. inequality – …

10. to leave – … .

1. She invests her heritage / inheritance in setting up her own financial consultancy business. 2. The company is entitled to exclusive occupation / occupants of the premises. 3. For many students, summer jobs are their source of incomes / high-income for the upcoming school year. 4. They ask to confirm your identification / identity by phone. 5. Leaders in business create wealth / the wealthy and jobs. 6. This investment is risky but it's worth / worthy a try. 7. The job requires flexible / flexibility, but is very rewarding. 8. We are unhappy that they insist on such a rigid / rigidity interpretation of the rules. 9. Several polls show that one of the biggest issues on people's minds is economic inequality / equality. 10. Benefits are to be adjusted when an employee is on leave / leaving from their job.

B. The words below collocate with each other, make up word combinations and fill in the gaps in the sentences with the correct phrases:

class working (middle) class

labour the class

income paying attention to

social inequality

to place oneself in market

to leave mobility

a class-ridden boundaries

to be worth approach

flexible society

corporate identity

1. England was considered to be "the most ______ societyunder the sun".

2. More than two-thirds of Britons do not think they or their children will __________ the class .

3. Occupation is the most trusted guide to class, but changes in the _______ market have made that harder to identify the class.

4. Secretaries, waiters and journalists ________ themselves in the middle-class.

5. The convergence on similar types of work has blurred _________ boundaries .

6. In Britain the perception that class is fairly fixed could become more damaging if _______ inequality continues to rise and social mobility to slow.

7. If class no longer describes a clear social, economic or even political status, is it worth _______ any attention to?

8. Does it correspond to a new tendency in _______ mobility?

9. As part of the process of developing our __________ identity we have recently introduced a new logo and new letterheads.

10. How can we encourage employees to use more ____________ approach?

C. Read the text and match the highlighted words and word combinations with the definitions:

1. class-ridden (country); 2. to be alert to (class); 3. sticky (to stick to); 4. to be born into; 5. to end up; 6. manual; 7. white-collar jobs; 8. celebrity; 9. to enjoy (a high degree); 10. blue-collar jobs; 11. (educational) attainment; 12. (career) expectations; 13. asset; 14. household; 15. to figure out.

___ A. smth looked forward to

___ B. to have as a condition, experience

___ C. physical, as apposed to mental, or mechanical

___ D. affected or dominated by smth specified

___ E. slow to change or react to change

___ F. to become eventually, to turn out to be

___ G. being at birth in a particular social status

___ H. an achievement or the act of achieving, accomplishment

___ I. relating to non-manual salaried workers employed in professional and clerical occupations

___ J. relating to manual industrial workers

___ K. a famous person

___ L. vigilantly attentive

___ M. a group of people, often a family, who live together in a house or flat

___ N. something that is owned by a person, company, or organization, such as money, property, or land

___ O. to understand or solve something, to calculate an amount

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<== попередня сторінка	\|	наступна сторінка ==>
Fig. 1. The British Class System	\|	Getting Stuck in Class Stereotypes

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