- •Рецензенты:
- •Авторы:
- •1) Коммуникационные компетенции.
- •2) Коммуникативная компетенция владения иностранным языком1.
- •Часть 1
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Read the article and find the information about the changes, which have been introduced in Eton; explain the title of the article. A New Kind of Elite
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2. Read the article; explain the title of the article. America’s Community Colleges: On the Ascent
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1. Read the text and find the facts proving the great influence of educational technologies on the lives of students and teachers. U.S. Students and the Technological Evolution
- •3.1.1. Comprehension Questions
- •3.2. Read the article; explain the title of the article. The Issue of “Choice”
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Read the article. A Freshman at Brown University
- •4.1.1. Notes
- •4.1.2. Key Vocabulary
- •4.2. Read the text and find the facts on the advantages of co-op education. Co-op Education in us Colleges
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2. Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (Focus 3).
- •5.2.3. Give the Russian equivalents for the following words and expressions from the texts (Focus 4).
- •5.3.1. Find the English equivalents in texts (Focus 2) for the following Russian words and phrases.
- •5.3.2. Find English equivalents in texts (Focus 3) for the following Russian words and phrases.
- •5.3.3. Find the English equivalents in the texts (Focus 4) for the following Russian words and phrases.
- •5.4.1. Paraphrase the following, using the key vocabulary of the module (focus 2).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (focus 4).
- •6.1. Render the following text in English. E-learning в помощь
- •6.2. Render the following text in English. Бизнес-образование: прагматики против академиков
- •6.3. Write an essay of 300-350 words on the educational reforms in Russia. Focus on either history of reforms or present-day developments.
- •7.1. Topics for Oral Discussion
- •7.2. Topics for Round Tables
- •7.3. Surf on the Web to find information on the European educational system. To help you we state several addresses to start with.
- •7.4. Education on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Scan the text below and say what its essence is.
- •Infinite editions
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2. Skim the text and find any information on the impact media violence has on children.
- •Violence in Pop Culture
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1. Find the facts proving that the arts in America grow out of American culture. Bringing Art to All Americans
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension Questions
- •3.2. Read the following text. The Return of Beauty
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Introduction. The cinema is an art form that is accessible to most people and it is one that most people enjoy.
- •4.1.1. Answer the questions in the quiz below to find out whether you’re a film buff.
- •4.1.2. Skimming and scanning. Read through the text quickly to find out the answers to the quiz. How many did you get right?
- •4.1.3. Choose the correct title (a-j) for each paragraph of the text (1-7). Not all the headings will be needed.
- •4.1.4. The following events are all stages in the history of the film industry. Read the text again carefully and number them 1-6 according to their historical order.
- •4.1.5. Key Vocabulary
- •4.2. Scan the text below and say what its essence is. Does the Market Produce Bad Art?
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2. Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (Focus 3).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (focus 4).
- •6.1. Render the following text into English. Дитя и волшебство
- •6.2. Sum up the English version of 6.1.
- •6.3. Write an essay of 250 words on your favourite director’s creative work.
- •If you so desire, you may focus on either history of arts or present-day developments.
- •7.1. Discuss the following.
- •7.2. Look into the following statements and prove your own point of view.
- •7.3. Surf on the Web to find information on Hollywood. What kind of sites do they offer? Which do you like most?
- •7.4. Culture on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension questions
- •3.2. Read the article; explain the title of the article. Scan the text and say what its essence is. Explain the author’s point of view on the problem. A Fading Taboo
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension questions
- •4.1. Read the article. Scan the text below and say what its essence is. Explain the author’s point of view. Where Free’s a Crowd
- •4.1.1. Key Vocabulary
- •4.1.2. Comprehension Questions
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions (Focus 2).
- •5.1.2. Match the words and phrases with their definitions (Focus 3).
- •5.1.3. Match the words and phrases with their definitions (Focus 4).
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (Focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (Focus 4).
- •6.1. Render the following text in English. Современная пресса Автограда
- •6.2. Sum up the English version of 6.1.
- •6.3. Render the following text in English. Проект "Карта российской прессы"
- •6.4 Write an essay of 300 words on advertising in Russia.
- •7.1. Topics for Oral Discussion
- •7.2. Look into the following statements and prove your own point of view.
- •7.3. Surf on the Web to find the information on the history of electronic media. Brief your group mates on your findings.
- •7.4. Mass Media on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Scan the text to find facts proving that face-to-face communication is as widespread as ever. Skim the text and sum up the evidence in favour of electronic communication. Keep It Real
- •2.1.1. Notes
- •2.1.2. Key Vocabulary
- •2.1.3. Comprehension Questions
- •2.2. Scan the article to find all definitions of blog. Find the dates important for blogosphere. Skim the text to find out what blogs and blogging are.
- •It’s the links, stupid
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •2.3. Skim the article to find what the wiki principle is.
- •The wiki principle
- •2.3.1. Key Vocabulary
- •2.3.2. Comprehension Questions
- •3.1. Skim the article to define the new way of governing. Scan the text to illustrate the definition by some impressive statistics. A New Way of Governing in the Digital Age
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension Questions
- •3.2. Skim the text to decide whether it can be really safe in the cyberspace. Scan the dangers described and precautions taken. Staying Safe in Cyberspace
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Skim the text to enumerate all aspects of the digital divide. Read the text to sum up what it is about. Bringing the Digital Divide
- •4.1.1. Key Vocabulary
- •4.1.2. Comprehension Questions
- •4.2. Look through the text to decide why it is headlined ‘Snooping Bosses’. Skim the article to find the percentage of employers who control their employees’ electronic behaviour. Snooping Bosses
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their equivalents (focus 2).
- •5.1.2. Match the words and phrases with their equivalents (focus 3).
- •5.1.3. Match the words and phrases with their equivalents (focus 4).
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.4.2. Translate the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Translate the following, using the key vocabulary of the module (focus 4).
- •6.1.1. Интернет будущего: "Чего изволите?"
- •6.1.2. «Всемирная паутина» (www или Web)
- •6.2. Sum up the English versions of 6.1.1 and 6.1.2.
- •6.3. Render the text in English. Понятие информационной безопасности
- •6.4. Write an essay of 300 words on the Internet in modern life.
- •Hatched, Matched and Dispatched
- •The Hard Turn
- •Taming the Wild Web
- •2. Render the following text into English.
- •Двойная игра – двойные ставки Британская система образования
- •Неподражаемый
- •Информационный террор
- •Vocabulary Index
3.1. Find the facts proving that the arts in America grow out of American culture. Bringing Art to All Americans
There is no central ministry of culture that sets national policy for the arts in the United States government. The two national endowments – the National Endowment for the Arts (NEA) and the National Endowment for the Humanities (NEH) – provide grant support for individual artists and scholars and for arts and humanities institutions. While the NEA budget is quite modest when compared to other nations’ public arts funding, private donations have always provided the major support for American culture. When Dana Gioia took over the NEA chairmanship early in 2003, he brought unusually broad cultural expertise to the position.
In the following conversation, Gioia discusses a range of subjects, from the public and private aspects of American culture to the evolution of various disciplines.
Q: Let’s begin by viewing the arts in America through your unique prism – the NEA itself.
A: I come to the NEA with a very simple vision. A great nation deserves great art. America is the wealthiest and most powerful nation in the history of the world. But the measure of a nation’s greatness isn’t wealth of power. It is the civilization it creates, fosters, and promotes. What I hope to accomplish here, in the broad sense, is to help foster the public culture that America deserves.
Although we are the largest arts funder in the Unites States, the NEA’s budget represents less than one percent of American philanthropic spending on the arts. So the federal government could never “buy” a certain kind of culture. Our role at the NEA is leadership. We are in the unique position of being the only institution that can see all of the arts from a national perspective. Enlightened leadership from us could accomplish goals in American culture more quickly and more pervasively than efforts by any other institution might. What excites me about my position is the possibility of using the arts to make America a better place in which to live.
Q: Contrast, in general terms. American philanthropy with the European model with which the world is quite familiar.
A: The European model grew out of a tradition of royal and aristocratic patronage that in modem times has been assumed by the state. Over there, the majority of an arts institution's budget comes from federal or local subsidies. The American model rests on private philanthropy. And it works. We have an enormous range and depth of museums, symphonies, theaters, opera houses, and ballet companies.
Historically, particularly during the 1970s and 1980s, the NEA used federal funds across the country to seed the development of regional dance, theater, and opera, as well as, to a lesser degree, museums and symphonies. The enormous number of these institutions that now exist in middle-sized American cities is evidence of the power of the NEA to lead.
Q: How do we explain the emergence of significant private funding for the arts, over the decades, even the centuries?
A: The arts in America grow out of American culture. The reason that America has had this diversely distinguished history of art, this unprecedented breadth of achievement – ranging from movies to abstract expressionism to jazz to modem literature – is because America was and is a society that recognizes the individual freedom of its citizens. American philanthropy follows the same model. America is perhaps the only nation in the world in which there have been hundreds of people who created enormous fortunes and gave them away within a single lifetime to philanthropic enterprises.
Q: Is there a comer of culture that might have escaped wide notice?
A: The original mission of the NEA was to foster excellence and bring the arts to the American people. We would now probably qualify that as bringing art to all Americans — recognizing the multitude of special communities in the United States, some cultural, some geographic, some related to language, and some related even to age and physical capabilities. Al of those groups are our constituencies. We've also come to realize that to support our goals, we must have a role in education. And so providing leadership in arts education is now another goal of the NEA.
Q: What excites you the most about American culture these days?
A: There are several huge, overarching trends in the arts today. The first I would characterize as a kind of aesthetic crisis. As America enters the 21st century, there is a growing conviction that the enormous explosion of energy that came out of the modernism movement that began after World War I has reached its end. We still appreciate the rich legacy of modernism and the avant-garde, but it no longer seems to have the generative power it once possessed. There is a growing consensus on the need for synthesis between the intensity and power of modernism and experimental art, with the kind of democratic accessibility and availability that traditional and popular arts have. In every art form in which I have an active participation, I see this trend of artists trying to reconnect themselves to the public. What is emerging — whether one likes it or not — is a kind of new populism.
Q: What spurs your cultural sensibility these days?
A: I’ve long felt that one of the missing pieces in American culture is a new generation of public intellectuals – serious intellectuals, that is, who are not affiliated with universities. America needs more artist-intellectuals who can speak without condescension in a public idiom.
Q: How is American intellectual life currently changing?
A: I believe America is currently undergoing a transformation that I like to think of as the creation of a new Bohemia.
Today, a new sort of Bohemia is emerging – not as neighbouring in big cities, but as a virtual community through technology. It moves through the Internet, inexpensive phone calls, the fax, overnight delivery, electronic publishing – and also through the creation of such temporary Bohemias as writers conferences, artists colonies, and artists schools, where people come together for a week or more. These communities are not defined by local geography but by cultural affinity.
In the broadest sense then, the question is, how do you create artistic and intellectual life outside the institutional support of the university? Not that the university is bad, but rather that a culture is richer when art is created in many places in a society and when academic and bohemian cultural life creates a healthy dialectic.
Source: U.S. Society & Values / April, 2003
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