- •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
4.1.1. Key Vocabulary
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
challenge n |
вызов; сложная задача, проблема; обвинение, высказанное сомнение (в истинности чего-л.) |
The demonstrators made a direct challenge to the authority of the government. The new job is going to a challenge. He performed competently in the face of multiple challenges |
launch v |
запускать, выпускать, издавать, начинать (какие-л. действия), энергично браться за что-л. |
He launched into a speech about the importance of new projects. He launched an attack on the critics. The government has launched a campaign of television commercials and leaflets |
blend v |
смешивать, сочетать; незаметно переходить из оттенка в оттенок |
You could paint the ceilings and the walls the same colour so they blend together. A band blended jazz, folk and classical music. He blends right into the crowd of teenagers |
lure v |
соблазнять, завлекать |
The price also lures students. The company aims to lure smokers back to cigarettes. I had to lure him out here |
strive v |
прилагать усилия, бороться; соперничать, вступать в конфликт |
They strove to give the impression that they were leaving. Those are important goals that we must strive towards |
cater v |
обеспечивать, обслуживать; удовлетворять чьи-л. прихоти, угождать |
We have to cater for demand. Dozens of servants catered to his every whim |
hefty adj |
солидный, большой, массивный, |
He put a hefty tome on the table. We’ll have to pay a hefty premium |
4.1.2. Comprehension Questions
According to the author what are the evening newspaper major concerns?
What may the appearance of the freebies result in?
4.2. Read the text and explain the title of the article. Scan the text below and say what its essence is. Explain what “word of mouth marketing” means. Skim the text and find facts proving the high profile of the “word of mouth marketing” tactics.
Word on the Street
by Barbara Kiviat
Psst… Your friends may be shilling for a soap company. Why people love marketing by word of mouth
The next time someone you know raves about a dish detergent or motor oil, consider this: you might be on the receiving end of a marketing campaign. It’s a new world for people whose job it is to sell you things, what with consumers’ digital video recorder-enabled ability to skip over ads they don’t want to see, and their Internet-empowered freedom to find out all the stuff left out of a 30-sec.TV spot. That’s driving marketers to all sorts of new places, including your circle of friends.
Procter & Gamble, a pioneer in the field, has been focusing on word of mouth for six years through its Tremor division, which has enlisted 225,000 teenagers in the US to tell their friends about brands like Herbal Essences and Old Spice. Last year, P&G signed up 5000,000 adult volunteers, all mothers, for Vocalpoint, a program in which the moms evangelize about pet food, paper towels and hair colour. P&G gives the women marketing materials and coupons, but they are free to say whatever they like (or nothing at all) about the products. BzzAgent, affirm that specializes in word-of-mouth marketing, has its 260,000 volunteers submit detailed profiles about their habits and interests, which BzzAgent uses to match them to word-of-mouth campaigns for products made by companies such as Nestlé, Arby’s, Philips, Kraft and BP.
This unscripted strategy might sound like a big risk, but despite the conventional wisdom that consumers are much more likely to voice complaints than praise, recent research finds the opposite. In one study, Andrea Wojnicki, an assistant professor at the University of Toronto, looked at self-styled experts and found that they were likely to keep negative experiences to themselves, lest their skill – at, say, picking a restaurant – be called into question.
And why are these citizen marketers so willing to shill for free? Inside access to products and the feeling that companies care about what you and your friends think are such strong forces that other forms of compensation pale in comparison. BzzAgent’s members earn reward points, which they can cash in for prizes like DVDs and books – yet 87% of them never do.
Word of mouth has been around for ages. A consultancy called the Keller Fay Group found out that 18% of word-of-mouth marketing took place on the phone, and 72% face to face, despite the ubiquity of electronic communication. Or perhaps because of it. Inundated by ads, says Tremor CEO Steve Knox, “consumers have gone back to their most trusted source – family and friends.”
Naturally, some people aren’t happy about marketers’ following them there. In 2005 the advocacy group Commercial Alert asked the Federal Trade Commission to investigate company-fed word of mouth and other buzz tactics, which the group says take authentic relationships and unduly commercialize them. Not all firms ask word of mothers to disclose their corporate connection, but the Word of Mouth Marketing Association requires its 400-odd members to do so as part of its ethics code. There might also be a business case for disclosure. Word of mouth is built on trust, explains Gerald Zaltman, a sociologist and professor-emeritus at Harvard Business School. But perhaps the biggest lesson companies can learn from word of mothers is that there’s an unmet social need among consumers to feel that their opinions matter.
“They care what you have to say,” says Carol Engles, a Vocalpoint mother in suburban Chicago. “That’s what I like most.” Smart companies find that, when they listen, they also get a shot at steering the conversation.
Source: Time, April 23, 2007
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