- •Interview with a bbc Newsreader
- •1 Discuss the following questions in pairs
- •2 Read the profile and the interview with Philip Hayton and check if your ideas about qualities and qualifications were correct. Check if your questions have been asked.
- •1. Read the first part of the interview with Philip Hayton up to what is the most nerve wracking situation and tick the things Philip did.
- •3. Use the context of the interview to guess the meaning of the following words and phrases.
- •Complete the sentences with the words from the box.
- •5. Complete the table below with adjectives from the text of the interview.
- •6. Complete the gaps with the correct adjectives
- •Unit 2
- •1. Discuss the following questions in pairs
- •3. David Bull’s profile
- •1. Read the first part of the interview up to the question: What is the worst thing that happened live on air? Decide if these are true (t) or false (f)
- •2. А) Read the rest of the interview. Choose the adjectives from the text describing the job of a tv Presenter in two columns
- •3. A) Complete the gaps with the words from the text of the interview. The first letters of the missing words are given.
- •1. A) Study how adjective and adverb enormous / enormously collocate with nouns, verbs and adjectives
- •2. Discuss the following questions in small groups.
- •Unit 3
- •Interview with charles clover
- •1. Look at the title and the photo of a man. Check the words below and give your ideas what field of journalism he works in.
- •2. Read the resume and the interview with Charles Clover and check if your ideas were correct
- •Interview with charles clover.
- •1. Read the interview again and check your ideas.
- •2. Find words and phrases in the text of the interview that mean the following. Numbers indicate questions of the interview.
- •Explain in your own words the following words and expressions.
- •Discuss the following questions in small groups.
- •Unit 4
- •Skim the text of the resume and make notes of the important facts and changes that have happened in his life since the previous interview.
- •2 Translate the Russian resume of Clover in English using vocabulary from his interview above. Words and phrases that are important have already been studied.
- •3 Read Charles Clover’s interview and answer the questions.
- •Interview.
- •4. Check the meaning of the word in your dictionary. Give Russian equivalents of the following:
- •Grammar Revision of if tense use.
- •Translate the interview into English. Work in two groups. Group a translate the interviewer’s questions. Group b translate the text of the interviewee. Use the words from Ex. 3.
- •6. Dramatize the interview between the reporter and the news source. Work in pairs, one person from group a and one from group b. Unit 5
- •Torredonjimeno's uniformed stewardesses on patrol Photograph: Linda Nylind
- •1 Before reading the article put these words in the sentences to make definitions.
- •2 Look at the headline, introduction, photo and caption . Answer the questions below. Who can be fined for going out on the streets of the Spanish town?
- •Women's walkout splits Spanish town
- •1 Read the first six paragraphs of the article down to the line "'It's all I've got,'he said." Decide if these sentences are true (t) or false (f).
- •2 Read the next paragraphs down to the line "... Against the 'anti-constitutional' represen tation of men." Choose the correct word in the sentences below.
- •3 Read the next paragraphs of the article down to the line "... I have now succeeded in forcing a debate." Put yes (y) or no (n) next to these sentences about the mayor, Javier Checa.
- •4 Read the rest of the article. Choose one of the people below to answer the questions.
- •1 Look at this example of a compound adjective from the article.
- •2 What are the general meanings of the prefixes and suffixes used in the exercise above? Complete each sentence below with all-/ -friendly / -led or -like.
- •3 Put the verbs in brackets into the infinitive (work) or-ing form (working).
- •Unit 6
- •1. Discuss the following questions in pairs.
- •2. Read the list below and check the meaning of the phrases in bold in your dictionary.
- •3. (A) Read the article and mark each piece of advice as follows?
- •The art of making life memorable
- •1. Find the phrases in a in the article. Try to guess from the context what each one means. Use the definitions in b to help you.
- •3. Learn to use the following words:
- •4. Translate the text into Russian observing grammar, vocabulary and literary style. Unit 7 media debates
- •3 Read the following interview and decide what the most appropriate title is:
- •2 Read the interview again and answer the following questions.
- •3 Find words or phrases in the text of the interview with the following meanings
- •3 Decide how you will summarise the interview with Nic Newman, focusing on the things that are more interesting.
- •Steve Barnett
- •2 Write down a plan of the text choosing the main ideas underscored by the author.
- •3 The author uses colourful, figurative language to support his viewpoint on the problems of journalism. Translate some of his eloquent ideas into Russian. Comment on them.
- •1 Discuss the following questions in small groups.
- •2 Prepare a concluding report on the problem ‘a future in print journalism’ using the facts from the interviews Unit 8
- •1 You are going to read the text mentioned in Steve Barnett’s interview. Read the text consulting the vocabulary.
- •Steven Barnett On the road to self-destruction
- •Vocabulary
- •2 Complete the gaps with the words from the text.
3. Learn to use the following words:
stuff – 1) informal, used when you are talking about things such as substances, materials, objects you don’t know what they’re called or it’s not important: e. g. I’ve got some sticky stuff on my shoe.
2) used when talking about different activities, subjects or ideas when you do not say exactly what these are: e.g. What kind of stuff do you like to read / I’ve got so much stuff to do this weekend
stuff (v) – to fill smth until it is full: e. g. Volunteers were busy, stuffing envelopes. ‘Stuff with people’ means communicate with
peer (n) – C formal, your peers are the people who are the same age as you, same type of job, social class etc. e.g.: American children did less in math than their peers in Japan
4. Translate the text into Russian observing grammar, vocabulary and literary style. Unit 7 media debates
Oxford Media Convention 2011 19 January- Mediaguardian
Navigating the creative commercial and regulatory challenges facing media over the next decade
BEFORE READING
1 Work in small groups and discuss the questions:
- What do you usually get the current news from? TV, radio, the Internet, print news?
- How familiar are you with such websites as Twitter, Facebook, etc?
- Have you ever heard of ‘social media” and what it means?
2 The following words all appear in the interview you are going to read. Match each one with its correct definition on the right.
1 turnout (n) a) one of the most important problems to deal with
2 shift (v) b) to make sth equal or similar
3 embrace (v) c) to make sth legally valid
4 unfold (v) d) to change in emphasis, direction or focus
5 dilute (v) e) to accept or believe an idea, etc willingly
6 validate (v) f) to be revealed or made known
7 agenda (n) g) the ability to imagine and share feelings, problems
8 level (v) h) to make sth weaker in force, effect etc
9 empathy (n) i) the number of people who attend sth
Reading & Comprehension
3 Read the following interview and decide what the most appropriate title is:
a) Shifting towards social media.
b) Networked journalism bearing fruit.
c) Multy-platform journalism.
Nick Newman
REUTER INSTITUTE OF THE STUDY JOURNALISM
guardian.co.uk
How has social media affected democracy and the political process?
In the last election ... social media helped young people engage with political issues on their own terms. They posted millions of political comments on Facebook, shared links to political news stories and turnout for 18-24s jumped more than 7% - the highest of any demographic group. But we also saw people of all ages using social media tools to answer back to politicians and the media – shifting the balance of power towards individuals.
Political parties too embraced social media for the first time, hoping to form direct and meaningful relationships with voters, whilst Twitter became a political news wire, where journalistic and political elites talked to each other in real time about unfolding events.
It is easy to oversell the change, but the type of information produced and the way it is accessed is shifting – because of social media.
Do you think the rise of public involvement in media 'dilutes' the quality of journalism?
Absolutely not. I think it increases engagement and opens journalism up to a wider range of perspectives and opinions. User generated content has provided numerous examples of more timely eyewitness accounts and there are a growing number of examples of crowdsourced or networked journalism bearing fruit. The real issue is how media organisations manage the interfaces between professional and personal media so that the quality and source of information is transparently handled. Ultimately consumers will decide which sources of information they trust.
How should 'real-time reporting' on social media be regulated? Where do you think the rules should come from, if at all?
I don't think that it is desirable or possible to regulate 'real-time' reporting on social media. News will often be broken first via these channels and the role of traditional news organisations is increasingly to validate that news for a mainstream audience. Each news organisation should have its own rules on how to interact with these communities – but much of this is increasingly common sense.
Do you think people trust journalists? What more can we do to restore public faith in British journalism?
Lack of trust comes when audiences feel that journalists or publishers have a hidden agenda or demonstrate a lack of understanding or empathy with a story. Trust can be restored though greater openness, through levelling with audiences and asking for their help– rather than pretending that journalists always know best. Trust also comes from being true to a set of values and principles – for example being open and transparent; asking questions without fear or favour and all that good stuff.
What is the future for print journalism?
I don't think it is helpful to talk about print journalism anymore. There is good journalism and bad journalism and good journalism has a great future. It will include text, videos, pictures, graphics – and some of it will end up in a physical newspaper or magazine. But increasingly journalism will be consumed digitally and that means re-interpreting the values and ideas of 'what we used to call newspapers' in a multi-platform way - and finding new revenues accordingly.
Nic Newman, freelance media journalist and commentator.
Notes
Social media are media for social interaction, using highly accessible and scalable communication techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue. Social media are distinct from industrial media or traditional media such as newsper television and film. They are relatively inexpensive and accessible to enable anyone to publish or access information, compared to industrial media which generally require significant resources to publish information. One characteristic shared by both social and industrial media is the capability to reach small or large audiences; e.g. either a blog post or a television show may reach zero people or millions of people.
Twitter is a website owned and operated by Twitter Inc.which offers a social networking and microbloging service, enabling its users to send and read messages called tweets.