- •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
2.2.1. Key Vocabulary
|
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
|
dubious adj |
вызывающий сомнения, неопределенный, неясный; неоднозначный |
Those figures alone are a dubious basis for such a conclusion |
|
generate v |
вызывать, порождать, производить;
|
The Employment Minister said the reforms would generate new jobs. The show managed to generate its own sponsorship and advertising |
|
define v |
определять; характеризовать |
Collins Dictionary defines a workaholic as “a person obsessively addicted to work”. Key to all the elements that define multimedia, besides the television screen is the computer |
|
endeavour n |
попытка, старание, стремление |
NOTE: слово “endeavour” чаще употребляется в официальной речи, более нейтральными являются “attempt”, “effort”, “undertaking” His first endeavours in the field were wedding films |
|
sue v |
преследовать судом, возбуждать иск, предъявлять иск |
Writers usually don’t sue their publishing houses because the publisher will stop publishing them |
|
gravitate v |
тяготеть, стремиться; двигаться по направлению |
Traditionally young Asians in Britain gravitated towards medicine, law and engineering |
|
boon n |
благо, дар; просьба |
Television proves such a boon to so many people. |
|
succumb v |
поддаваться, уступать; стать жертвой |
NOTE: слово “succumb” чаще употребляется в официальной речи, более нейтральными являются “give in”, “yield”, “surrender”. Many have been known to succumb to his bossy, obsessive and arrogant manner. Don’t be shy and succumb to false modesty. |
|
parse v |
производить структурный анализ (предложения); подробно скрупулезно анализировать |
Only one expert source seemed prepared to parse the problem. Companies are so busy parsing the financial implications that they overlook the effect on workers |
|
upshot n |
развязка, заключение; окончание, результат |
The upshot was that the entire agreement had to be renegotiated |
2.2.2. Comprehension Questions
What is the Big Media according to the author?
What are the modern tendencies?
What problems are media companies facing?
FOCUS 3
3.1. Read the text and find the facts proving that good journalism is enduring arduous times. Scan the text and say what its essence is. Explain the difference between “soft” and “hard” news as given in the text.
Tough Times for Hard News
SALT LAKE CITY – Ted Koppel is leaving ABC, and this puts the future of his "Nightline" program in doubt as well as underlining the changing character of TV news and journalism in general.
Mr. Koppel has been at ABC for 42 years, anchoring "Nightline" for 25 of them, creating a unique slot for serious network late-night journalism in a milieu where many late-night viewers get their "news" from the irreverent comic monologues of David Letterman and Jay Leno.
Where "Nightline" once captured a significant audience, its ratings are down as are the ratings for all TV network news programs. Their celebrity anchors are fading away. NBC's Tom Brokaw and CBS's Dan Rather are gone and ABC's Peter Jennings, whose contract is up for renegotiation this year, may not be far behind.
While the TV cameras do a splendid job of capturing the immediacy and drama of breaking news, they cannot offer the depth and analysis afforded by newspapers. As Walter Cronkite once pointed out, all the words in a 30-minute prime-time TV newscast (22 minutes without the ads) would fill just about half a page of The New York Times.
Koppel's "Nightline" was a noble stab at providing news junkies with more substantive TV fare. Its eclipse - perhaps even demise - would be sad indeed. Koppel deserves our thanks for preserving it, and its quality, for so long.
It is not an easy time for network TV journalists who are serious about their craft. They are awash in "news" programs focusing on celebrities and the entertainment industry, and "soft" magazine-type stories that are a far cry from the hard-news coverage that made the network news divisions what they once were.
With the explosive growth of cable TV, there has been serious fragmentation of the TV audience, offering competition for the networks not only from cable news channels like CNN and Fox, but from specialized channels vying for viewers' time with everything from salacious court stories to dog shows, poker tournaments, and how-to programs on bathroom tile-laying and scrap bookmaking.
In the face of all this, TV network executives have cut back on newsroom budgets, laying off well-known faces now popping up on CNN, and paring travel funds - particularly for foreign coverage.
Print journalists are not without similar challenges. In addition to staff layoffs and budget cuts at a string of newspapers, there is a struggle to stem declining circulation at some and a fight to capture younger readers who have grown up clattering the keys of their computers to the accompaniment of the Internet's demanding voice rather than thumbing in more thoughtful fashion through newspapers.
Newspaper journalists are also absorbing the fallout from a number of sensational ethical scandals. Though they may have involved only a few shameless miscreants, they nevertheless cast doubt, although unfairly, upon the credibility of the journalistic profession as a whole.
Fabricated stories and plagiarism at major news organizations like The New York Times and USA Today have sullied journalism's image. All this might tempt one to think that journalism is on the ropes and that its practitioners are filled with despair. Happily, that is not the case. The quality of spot-news coverage, investigative reporting, and commentary is astonishingly good. The readers are well served.
But it is not only at the big metropolitan newspapers with substantial resources that good journalism is being pursued. The commitment to producing good newspapers in the face of challenge is moving.
There are 80-hour weeks. It's tough making payroll. Their editors and reporters live in the midst of the people they write about. When they do their jobs properly it sometimes costs them a longtime friendship or loss of a critical advertiser. They meet ethical problems each day. This is where a lot of tomorrow's journalists get their start.
In the business of disseminating information, technology and technique may change. But for many, good journalism is still a love affair that will not end.
Source: John Hughes, AJR (http://www.ajr.org)
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