- •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 |
NOTES AND EXAMPLES |
|
blogging n |
общение в блогах; ведение блогов |
In the beginning - say 1994 - the phenomenon now called blogging was little more than the sometimes nutty, sometimes inspired writing of online diaries |
|
blogger n |
участник или автор блога |
'Blogger', a coined word created by Pyra Labs, is a service that provides Web-based tools used by individuals to publish to the Web |
|
blog n |
блог, живой журнал |
Blogs are an abbreviation of ‘weblogs’, web sites which contain dated entries in reverse chronological order about a particular topic |
|
blogosphere n |
блогосфера, совокупность блогов |
Blogosphere is a collective term encompassing all blogs and their interconnections |
|
pursuit n |
преследование, погоня |
|
|
display in reverse order |
показывать в обратном порядке |
The words in the second index are displayed in reverse order |
|
web page |
веб-страница |
Variant: Web page A web page is a set of data or information which is designed to be viewed as part of a website. It was initially published on his Web page, and now is undergoing peer review for publication in a math journal |
|
hyperlink n |
гиперлинк, гиперссылка |
In an HTML document, a hyperlink is a link to another part of the document or to another document |
|
hightlight v |
подчеркивать |
If someone or something highlights a problem, they emphasize it or make you think about it. The free press prefers not to highlight these facts |
|
trackback v |
отследить |
If you backtrack, you go back along a path or route you have just used |
|
authenticity n |
аутентичность |
Buying from a reputable specialist, you get a guarantee of authenticity and an enormous range to choose from. Certificate of authenticity is included |
|
venting n |
обнародование (мнения); появление чувств |
They gave vent to their anger |
2.2.2. Comprehension Questions
Blogging is a very special form of having conversation. Could you define it?
What is a blog? How many new blogs are created daily?
Are you a blogger?
What else can be displayed in reverse chronological order?
What did the word ‘blog’ appear? Who gave it this name?
What kinds of blogs are mentioned in the article?
What kind of gossip-meter does every blog have?
Do you think the language you find in blogs is authentic? Why?
2.3. Skim the article to find what the wiki principle is.
Scan the text to find characteristics of the Wikipedia project.
The wiki principle
Are many minds better than a few?
When people express scepticism about participatory media, they usually have people like Brian Chase in mind. Mr Chase is a 38-year-old from Nashville, Tennessee, who until recently worked in the middle-management layers of a courier firm called Rush Delivery and seemed destined to remain entirely unremarkable. For reasons known only to himself, however, Mr Chase some time ago decided to play a joke.
His joke consisted of a hoax entry on Wikipedia.org, a free online encyclopedia that anybody – anybody at all – can edit, simply by clicking on a button that says “edit this page”. Mr Chase posted a biographical article on John Seigenthaler, a distinguished journalist who in 1961 did a stint as assistant to Robert Kennedy, America’s attorney-general at the time. Mr Chase, however, fabricated an entirely different life for Mr Seigenthaler, one that had him living in the Soviet Union, founding a public-relations firm and, most perniciously, suggested that he was implicated in the assassination of both John and Robert Kennedy.
Normally, such vandalism is corrected within minutes on Wikipedia because other people see it and improve the entry with their own genuine insight – that, in a nutshell, is the philosophy and power of collaborative intelligence. This particular item, however, fell through the cracks. For 132 days, the libellous lies went unnoticed and remained on the site. Eventually, some volunteer sleuths traced the vandalism to Mr Chase, who finally came clean and apologized profusely to an impressively gracious Mr Seigenthaler. With that, the episode became a scholarly footnote in media history.
A telling one, however. Reflecting on the incident in USA Today, Mr Seigenthaler summarised the promise and peril of the latest media revolution: “And so we live in a universe of new media with phenomenal opportunities for worldwide communications and research – but populated by volunteer vandals with poison-pen intellects.”
For the most part, it is much more worthwhile to dwell on the phenomenal opportunities than on the poison pens. Wikipedia’s promise is nothing less than the liberation of human knowledge – both by incorporating all of it through the collaborative process, and freely sharing it with everybody who has access to the Internet. This is a radically popular idea. Wikipedia’s English-language version doubled in size in 2005 and now has over 1m articles. By this measure, it is almost 12 times larger than the print version of the Encyclopaedia Britannica. Taking in the other 200-odd languages in which it is published, Wikipedia has more than 3m articles. Over 100,000 people all over the world have contributed, with total of almost 4m “edits” between them. Wikipedia already has more “visitors” than the online New York Times, CNN and other mainstream sites. It has become a vital research tool for huge number of people. And Wikipedia was set up only in 2001.
This success has made Wikipedia the most famous example of a wider wiki phenomenon. Wikis are web pages that let anybody who is allowed to log into them change them.
The word “wiki” comes from the Hawaiian word for “quick”, but also stands for “what I know is…”. Wikis are thus the purest form of participatory creativity and intellectual sharing, and represent a socialisation of expertise.
Among the new media, wikis are the perfect complement to blogs. Whereas blogs contain the unedited, opinionated voice of one person, wikis explicitly and literally allow groups of people to get on the proverbial “same page”.
Wikipedia’s numbers actually make it an anomaly among wikis. Joe Kraus, the co-founder of JotSpot, a provider of wiki software, reckons that most of the millions of wikis already in existence are designed for small, well-established groups of people. Team members in a company, for instance, might use wikis to collaborate on presentations or project calendars. Wikis are communities, and communities require trust. Trust comes most easily when the people involved know one another or are accountable for their contributions. Given that the optional group size for humans may be less than 150 members, most wikis might be expected to be small.
Source: The Economist.
A Survey of New Media. April 22, 2006.
Size: 4,216 characters with spaces.