- •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. Skim the text and find any information on the impact media violence has on children.
Violence in Pop Culture
If artists, as Ezra Pound said, are “the antennae of the race,” they’re picking up some plenty bad vibes these days. A few years ago, who would have imagined that one of this season’s top-grossing films (no pun intended) would be about a psychopath who not only murders women but also skins them? Or that the actor who plays the film’s helpful psychopath – his quirk is cannibalism, but he finally helps track down the nasty psychopath – would be introduced by Jay Leno on “The Tonight Show” to a studio audience whose female contingent oohed and aahed as if he were Mel Gibson? Or that meanwhile, over in the world of letters, a young novelist would describe, in revolting detail, women (and, less notoriously, men, children and dogs) being tortured and butchered? Or that his novel, suppressed by its original publisher, boycotted by feminists and savaged by critics, would become a best seller? Or that the best mind in American musical theater would conceive a snappy show about the assassins of American presidents? Or that MTV would still be blaring last year’s hit song about a teen incest victim pumping a bullet into her daddy’s brain?
Sure, ultraviolet fare has always been out there – but up until now, it’s always been out there, on the fringes of mass culture. Nowadays it’s the station-wagon set, bumper to bumper at the local Cinema 1-2-3-4-5, that yearns to be titillated by the latest schlocky horror picture show. And the conglomerated, amalgamated media corporations obligingly churn out increasingly vicious movies, books and records. Mayhem has gone mainstream.
America’s addiction to make-believe violence is like any other addiction: it takes more and more to accomplish less and less. In his horrifying “Silence of the Lambs,” director Jonathan Demme straddles the old and the new, taking a gruesome plot and filming it with Hitchcockian discretion and taste. “We wanted to exploit people’s endless fascination with scary stories, and provide them with a tremendously powerful version of a scary story, but we didn’t want to upset their lives,” he explains.
But people are upset by the assault of brutal imagery on radio, TV, in the theaters, in best-selling books. It is not any one film or program that is singularly disturbing; it is the appalling accretion of violent entertainment. It is the sense that things have gotten out of control. And there is legitimate alarm at what all this imaginary violence might be contributing to in an increasingly dangerous real life.
American Martyr: Even as we express such heartfelt concerns, we are packing into the multiplexes, lapping up the fictive blood, renting $1.5 billion worth of “action” videos a year and eagerly awaiting the next Stephen King novel. In a violent world, where violence continues to be perceived as a solution, violent make-believe will continue to be a part of that world’s imaginative diet.”
To be fair, violent narratives go back a lot further that the Steadicam – or even the Marquis de Sade. But the amount of explicit carnage in both serious and popular fiction has exploded, and there’s a similar trend in detective novels, whose villains have become increasingly psychotic and whose medical examiners must find it increasingly hard to act blasé.
Movie violence these days is likewise clearer, louder, more anatomically precise and a lot sexier. When a gunslinger got shot in some black-and-white potboiler, all we saw was a white puff of smoke and a dab of fake blood. When Jamie Lee Curtis takes one in the arm in the protracted climax to Kathryn Bigelow’s “Blue Steel” (1990), there’s a slo-mo eruption of ersatz fabric, gristle and blood that ends up looking as pretty as a nature film’s blooming desert rose.
Ammo clips: In the past decade, a growing number of feature directors (Ridley Scott and Adrian Lyne, among them) got their training in TV advertising. This new breed of director has been bringing ad techniques to the larger screen. But where, on the small screen, one hears a pop can hiss, on the large screen one hears black matte ammo clips clackering like castanets. Or bones being cracked. “Today we have the technology to do sequences that are louder and bigger and more effective than before,” says “Die Hard 2” director Renny Harlin. But it’s not simply that the special effects are more sophisticated than before, it’s the way in which – and the purpose to which – directors use them. It’s all so insidiously yummy that you lean forward to get closer to the action. Our ability to feel compassion is brutalized by excessive brutality, especially when it’s given that Hollywood sheen.
In all of pop culture (as in most of society) women are the victims of choice. An awful lot of hostility against women is being played out in popular culture these days, and it’s not pretty.
But the psychological road between real life and make-believe doesn’t run only one way. In this society, mass-produced and mass-consumed movies, books, records and TV programs are a considerable part of our real lives; they contribute greatly to making us behave the way we do. To argue otherwise is to consign the arts to a total passivity – always mere reflections, never real influences. The popular arts are certainly quick enough to claim allegedly positive effects of their noble-farmer movies, triumph-of-the-spirit novels and anti-drug rock records; they ought to accept some blame for the negative ones.
Pop a cassette: When it comes to the impact media violence has on children, well, moviemakers are quick to insist these flicks are not for kids.
By the age of 18, the average American child will have seen 200,000 violent acts on television, including 40,000 murders, according to Thomas Radecki, research director for the National Coalition on Television Violence. (The average 2- to 11-year-old watches TV 25 hours a week.) University of Illinois psychologists Leonard Eron and L. Rowell Huesmann studied one set of children for more than 20 years. They found that kids who watched significant amounts of TV violence at the age of 8 were consistently more likely to commit violent crimes or engage in child or spouse abuse at 30. “We believe… that heavy exposure to televised violence is one of the causes of aggressive behavior, crime and violence in society,” they wrote in 1984. “Television violence affects youngsters of all ages, of both genders, at all socioeconomic levels and all levels of intelligence… It cannot be denied or explained away.”
Seven years later, Huesmann remains convinced: “Serious aggression never occurs unless there is a convergence of large numbers of causes,” he says, “but one of the very important factors we have identified is exposure to media violence… If we don’t do something, we are contributing to a society that will be more and more violent.”
At the same time, because we are being so inundated with violent images – both artful and manipulative – it is almost impossible to resist growing numb. We risk becoming insensitive to the horror of suffering, and that is probably what worries social scientists most. “Sadly enough, that [numbing] is normal,” says Edward Donnerstein, a professor at the University of California, Santa Barbara. “Think of the tape of the Los Angeles police beating Rodney King. Everyone was initially horrified, but now, when you’ve seen it several times, you’ve become desensitized. Your outrage is moral, intellectual, not visceral.
James Cameron, director of both “Terminator” films, explains: “If you’re making films for mass-audience consumption, there is a fine line between action, which is good, and violence, which is bad. Now, basically action and violence are the same thing. The question is a matter of style, a matter of degree, a matter of the kind of moral stance taken by the film, the contextualization of the violence.” For the time being there’s no light – just more fright – at the end of the tunnel.
Source: Newsweek, April, 1991
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