- •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
Vocabulary Index
All words and expressions are given strictly alphabetically with the number(s) of the module(s) where they are actively introduced.
A
academic adj M1
academic n M1
access to sth M4
accolade n M2
accountability n M4
address a problem M4
aesthetic adj M2
aesthetic n M2
affirm v M3
alumnus n M1
ambition n M2
anchor v M3
art form n M2
artistic merit n M2
arts n pl M2
attorney-general n M4
attract v M2
authenticity n M4
avantgarde adj M2
awash adj M3
B
baccalaureate n M1
be absorbed into sth M2
be implicated M4
birth certificate M4
blend v M3
blog n M4
blogger n M4
blogging n M4
blogosphere n M4
bolster v M3, M4
boon n M3
C
campus n M1
capture v M3
cater for M2
cater v M3
cell phone M4
challenge n M3
cinema n M2
circuit n M4
clog up v M4
collaborate v M2
collaboration n M2
collaboratively adv M4
commercialization n M2
conduct transactions M4
confidential information M4
conflicting views M4
content n M4
cooperative education M1
corollary n M4
credit n M1
creepy adj M4
cultural activities M2
cyberspace n M4
D
dangle v M3
declaim v M1
deep-seated adj M2
define v M3
demand n M2
demise n M3
derivative adj M2
derive sth from smth M1
digital adj M2
digital divide M4
director n M2
disability n M4
disclosure n M3
disparity n M4
display in reverse order M4
divergent adj M4
dominate v M2
dorm n M1
drop-off n M4
dubious adj M3
E
e-government M4
elementary school M1
eloquent adj M1
emerge v M2
émigré n M2
empower v M4
encounter v M4
endeavour n M3
endowment n M2
enforce smth on smb M1
enroll v M1
enrollment n (enrolment) M1
entertainment n M2
enticement n M3
expertise n M2, M4
exploit v M2
expulsion n M1
extra-curricular activities M1
F
fascination n M2
fiction n M2
file v M4
film v M2
flaw n M4
flourish v M2
forefront n M4
foster v M2, M4
free-lance adj M3
further one’s education M1
G
generate v M3
genre n M2
grade n M1
grassroot reality M4
gravitate v M3
ground in v M1
grudging adj M3
guidance n M4
gym n M1
H
hazard n M4
head v M4
hefty adj M3
hew v M2
high quality n M2
hightlight v M4
hoax n M4
hook up v M4
hub n M2
hue n M3
humanities n pl M1
hyperlink n M4
I
imagery n M2
imaginative adj M2
improve student performance
M1
in decline M2
inefficiency n M4
infected software M4
information and communications technology
M4
innovation n M2
inordinate adj M4
insight n M4
instill(l) v M1
intellectual n M2
intelligence n M1
intelligent adj M1
intimidate v M4
intruder n M4
inundate v M3
invasive adj M4
L
launch v M3
law enforcement M4
lawsuit n M4
layer n M4
legitimate adj M4
libellous adj M4
log on v M4
lure v M3
M
mainstream n M2, M4
maintain v M3
major in v M1
major n M1
mandatory adj M1
manifestation n M2
marriage lisense M4
mass culture n (popular) M2
masthead n M3
matriculate v M1
mature adj M1
mature v M1
maturity n M1
middle school M1
milieu n M3
Ministry of Culture n M2
monitor n M1
monitor v M1
motion picture n M2
N
narrative n M2
nuanced adj M2
O
on the sly M4
open access M1
orchestra n M2
outfit n M4
outlook n M3
P
pare v M3
parse v M3
partake of M2
participatory media M4
pay-off n M4
perform v M2
peril n M4
perniciously adv M4
philanthropic adj M2
playwright n M2
plot n M2
poison pen M4
pooling n M4
popular adj M2
portal n M4
potboiler n M2
precaution n M4
privacy claim M4
prod v M3
profusely adv M4
project v M2
prolific adj M2
promote v M2
prosecute v M4
public discourse M4
public school M1
pursuit n M4
Q
quad-band n M4
R
rave v M3
reflect v M2
regulation n M4
regulatory system M4
reject v M2
release v M2
rendition n M2
rise to challenge M4
rudimentary M1
S
scholar n M1
scrappy adj M3
semester n M1
set n M2
skip v M1
sleuth n M4
snitch n M4
snooping adj M4
spark v M3
(special) effect(s) n M2
spontaneity n M4
stand to sth v M4
steer v M3
stem v M3
stint n M4
strive v M3
stutter v M4
submit v M3
subsidize v M2
substitute n M4
succumb v M3
sue v M3
superintendent n M1
surveillance n M4
survey n M4
T
term n M1
thriving adj M3
trackback v M4
transfer v M1
transform v M2
transformation n M2
transplant v M4
trend n M2
trigger v M3
typify v M2
U
upgrade oneself in a job M1
upper-classman n M1
upper-classwoman n M1
upshot n M3
utilize v M1
V
valedictorian n M1
varsity n M1
venting n M4
venture n M3, M4
via prp M4
viable adj M2
vicious adj M2
video-conferencing n M4
vie v M2, M3
virus n M4
vision n M2
vocational training M1
vogue n M3
voice mail M4
vulnerability n M4
W
ward off M4
wariness M4
web page M4
whereabouts n pl M4
wiki n M4
wireless network M4
1 Компетенции, содержащиеся в пункте 2, относятся исключительно к сфере изучения иностранного языка и изложены в трактовке по документам ЕС (1996) «Современные языки: изучение, преподавание, оценка. Общеевропейская компетенция владения иностранным языком» и Европейскому языковому портфелю (1997).
2 A comparison with the market for newspapers and journals might be helpful. A quick glance at any kiosk immediately reveals that the market provides for the reading demands of very specialized tastes There are certainly not less than a dozen journals solely devoted to the opera or to art museums, but also to collectors of toy soldiers or old turn there. If publications in different languages are considered, the supply even in such very specialized subjects becomes virtually uncountable.
Such an opinion is most probably fuelled by tendencies such as the often lamented drop in program quality after the liberalization of European TV markets. The author doubts, however, that the market is to be held responsible; it is rather the case that (1) subsidies for programs about art that use the medium as an art form of its own go to specialized channels (e.g. ARTE), or (2) producers use wrong or doubtful measures of success (i.e. net viewer ratings instead of aggregated willingness to pay for advertised goods).