
- •Contents
- •The press
- •1 Work in pairs and answer the questions below:
- •Vocabulary
- •2. The following words all appear in the text. Match each one with its correct definition on the right.
- •3. Read the text up to the end of page 9 and answer these questions:
- •2. Study the words and phrases in the table and learn them to use in further activities.
- •1. Read the text ‘The press’ up to the end and consider this list of the characteristics of British newspapers:
- •3. Give the English equivalents for the following words and expressions:
- •4 Translate the following sentences employing the active vocabulary:
- •5 Read the following text and use the bald word in each line to form a word that fits in the gap in the same line Media career opportunities
- •6 Сomplete these sentences to make a summary of the text.
- •2 The following words all appear in the text. Match each one with its correct definition on the right.
- •1 Read the text and answer the questions
- •2 Give English equivalents for the following words and expressions:
- •3 Fill in the gaps with the words and phrases from the box.
- •Worldwide television (1 part)
- •1 Read the text and find out information about
- •3 Describe the activities of itv regarding its
- •4 Explain the difference between the following notions. Mind the words and expressions in bold.
- •5 Complete the sentences with the verbs and phrases from the text. Mind prepositions where necessary.
- •6 Give English equivalents for the following:
- •1 The text below illustrates fierce debates about radical changes in tv sector in early 90. Translate the text:
- •(2 Part)
- •1 Read the text and answer the questions below.
- •2 Сomplete the sentences with the information from the text.
- •3 Read the text and examine the chart. Answer the questions below. Who watches what?
- •Government and the media
- •1 The following words all appear in the text. Match each one with its correct definition on the right.
- •1 Read the text and decide if the statements below t (true) or f (false).
- •Language notes
- •2. Explain the difference between the following.
- •3. Use the context to guess the meaning of the following words and phrases.
- •4 Fill in the gaps with the correct verb forms and phrases from the box
- •5 Complete the chart with the noun forms
- •4. Read the text and answer the questions below. The question of secrecy
- •Privacy and self-regulation of the press
- •2 Read the text and check your ideas
- •Language notes
- •1 Find words or phrases in the text that mean the following
- •2 Complete the chart with the missing verbs, nouns and adjectives
- •3 Make up sentences of your own with the words from the chart.
- •4 Fill in the gaps with the correct verbs, appropriate words or phrases from the box.
- •5 Give English equivalents for the following words and expressions:
- •1 Listen to the news and read the article below considering the reporting of Madeleine McCann’s abduction in the British press.
- •Language notes
- •2 A) Comment on the article and discuss how free should the press be.
- •Internet in uk.
- •1 Discuss the following questions in pairs
- •2 In pairs, decide if the following are examples connected with the Internet
- •1 Read the text ‘The Internet in uk” and decide if the following statements true or false.
- •Information, not entertainment.
- •It has taken the internet little more than a decade to become the biggest advertising sector in the uk.
- •Language notes
- •2 Give the English equivalents for the following words and expressions:
- •3 Translate the following sentences using the active vocabulary:
- •4 Complete the sentences with the words and phrases from the box:
- •Supplement List of newspapers in the United Kingdom
- •Broadsheet and former broadsheet newspapers
- •"Middle-market" tabloid newspapers
- •Tabloid newspapers
- •Is the bbc as good as it could be?
- •Internet in Britain as a popular media-source.
- •What is Internet Radio?
- •The bbc online
- •The Internet Watch Foundation (iwf)
- •1 The first talk with prime-minister over telephone.
- •2 Fill in the gaps using words and phrases from the box.
- •3 The telephone talk in the kitchen and how it resulted.
- •4. The talk between Alastair Campbell and Tony Blair about the Queen’s speech.
- •Vocabulary notes:
2 A) Comment on the article and discuss how free should the press be.
b) Was the PCC convincing in controlling these excesses of the press?
Writing
Write a report about the press intrusion into private life of well-known people in your country or in Russia.
UNIT 7
Internet in uk.
Before reading
1 Discuss the following questions in pairs
1 Do you have a good understanding of the Internet? Explain why/ why not.
2 How often do you go online? What for?
3 Which website do you visit most often?
4 Have you ever bought things online? Explain why/ why not.
2 In pairs, decide if the following are examples connected with the Internet
digital divide |
broadband |
social networking |
code |
wireless |
search engine |
top-level domain |
cable |
fledgling companies |
DSL |
upload content |
access |
biggest advertising sector |
|
|
While reading
1 Read the text ‘The Internet in uk” and decide if the following statements true or false.
1 In global internet league table the UK sits number seven.
2 The level of the Internet access in the UK is basically the same elsewhere.
3 The web is more trusted souse of information than TV.
4 Television is the biggest advertising sector in the UK.
5 Britain has the biggest online advertising market in the world.
6 Social networking is particularly popular among youngsters.
7 Those who create content online are mostly students.
8 The Internet in the UK is extremely profitable to the UK economy.
The Internet is a global system of interconnected computer networks that use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support electronic mail.
T
he
United Kingdom has been involved with the Internet since the
latter's creation. The Internet country code top-level domain for
the United Kingdom is .uk. Currently Internet access is available to
businesses and home users in various forms, including dial-up,
cable, DSL, and wireless.
In the global internet league table, the UK sits at number six. Ahead of the US, Germany and France. In 2010, 51,442,100 Internet users in the country accessed the Internet every day or almost every day, it is 82.5% of the population, according to The Oxford Internet Survey research1.
The number of adults who had never accessed the Internet in 2010 decreased to 9.2 million, from 10.2 million in 2009. There were 38.3 million adults who were Internet users (having accessed the Internet in the three months prior to interview).
Internet use is linked to various socio-economic and demographic indicators, such as age, location, marital status and education. For example, the majority of those aged 65 and over (60 per cent) had never accessed the Internet, compared with just 1 per cent of those aged 16 to 24. While 97 per cent of adults educated to degree level had accessed the Internet, 45 per cent without any formal qualifications had done so.
Another research of Boston Consulting Group found that there is a digital divide in the UK, with some parts of the country – including Scotland and Northern Ireland – lagging far behind London and the south-east. There were 19.2 million households with an Internet connection in 2010, representing 73 per cent of households. The region with the highest level of access was London, with 83 per cent; the lowest was the North East, with 59 per cent.
When adults were asked why their household did not have an Internet connection, the most common response was that they didn’t need it, at 39 per cent, followed by 21 per cent who said a lack of skills prevented them from having the Internet.