2. Практические задания.

_{Text 1}

Прочитайте и переведите текст. Ответьте на вопросы после текста письменно. Выпишите ключевые лексико-грамматические конструкции. Составьте план текста. Ответьте на следующие вопросы:

How is the text headlined?

What is the text under discussion devoted to?

What issues does the text touch upon?

What does the author dwell on at the beginning?

What is the key-note of the text?

What does the author conclude the text with?

Напишите эссе на тему: “The influence of the Internet on Russian society”.

_{Odnoklassniki}

Russians Connect to Their Student Days

By Anna Arurtunyan and Nathalie Cooper The Moscow News

When a new Internet craze hits Russia, it hits with a vengeance. Welcome to Ondoklassniki.ru, a Russian-language spinoff of the U.S.-based social networking site Classmates.com. With 7 mil­lion registered users - some of whom are driving their bosses to ban the website in the office - Odnoklassniki.ru is all the rage. Why the popu­larity? The best explanation is that Russian children spend their first 10 years of school in the same class. This creates much stronger bonds between students than in the West, where pupils are often jumbled around from year to year. Now, there is a big demand to help people track down old friends.

"Russian children, between the ages of 6 and 16, usually attend school together, and they move together from primary school to secondary," says Albert Popkov, the site's Sakhalin-born creator. Thus, classmates often feel like a family, which was especial­ly relevant in Soviet times, when it was important to develop children's feeling of belonging. But sociologists point out that, unlike other vir­tual online networking tools, Ondoklassniki.ru is offering something else: the possibility to recreate Russia's tra­ditional "collective."

"For me it has been so important to find my old schoolmates again," says 24-year old Alexandra Kulikova. "We did after all spend so many years together in the same class and even though they are not the people I see or socialize with the most today, these are the people who are the closest to me."

Popkov created the site in 2000 while he was working in England as a software director for an online direc­tory enquiries company. "In 2001, Friends Reunited had just appeared in the UK," says Popkov. "It seemed like a great idea, like a live­lier alternative to directory inquiries. I thought this was just what Russia needed, but I couldn't see it happening in the near future... So I started working on my own 'Odnoklassniki' in 2005. According to Popkov, 2.5 million users log on to the site each day. "We are different from Friends Reunited insomuch as we have merged the two concepts of the classmates' reunion and the social networking forum," Popkov explains.

Ivan Zassoursky, media analyst and director of the Media Culture and Communications Laboratory at Mos­cow State University's journalism department, calls Odnoklassniki the most successful project of the year. "It's generated a huge wave of reunions and dinners," he says. "I think Moscow restaurant owners owe them."

Vkontakte.ru, another social net­working site, has only recently ap­peared in Russia and could become a threat to Odnoklassniki.ru. "Vkontakte was based on Facebook and they con­sequently have a younger student membership," Popkov said. "But our site is much more straightforward to use, so anyone from the age of 15 to 50 can register and learn how to use it quickly."

"I use both Vkontakte and Odno­klassniki," says Kulikova, "although for me Odnoklassniki is better. It is more for over-twenties, whereas Vkontakte has mostly student users." Kulikova says, however, that she would like Odnoklassniki to become more user-friendly. And this is precise­ly what Popkov proposes himself. "By the end of the year, there will be more society-creating facilities like in Facebook," says Popkov. "I think that everywhere people want to get in contact but the need to stay in contact is stronger in Russia because of the huge distances between people. In fact our site was found to be in the top 30 most popular sites in Germany, where there are many Russians."

Not everyone wants to get in touch with their past, however, and some feel they have seen enough of their class­mates to last them a lifetime: 55-year old Irina Kislitsina, an enterprising international real-estate employee from the Moscow suburban town of Zhukovsky says: "No, I would not be interested in 'Odnoklassniki', I see a lot of my old classmates around town, and quite honestly, I would rather spend time meeting new people."

One user who wished to remain anonymous created an account only to kill it after a few weeks. "I logged on after a classmate who now lives on the other side of the street from me talked me into it," he says. "I spent some time on the site but quit because I realized I have something more to say besides 'do you remember when..."'

Still, Popkov is particularly anxious to target the older generations who are often the most keen to rekindle old friendships, but also the least likely to know how to use the Internet. "We do get letters from 50 and 60 year-olds thanking us for having enabled them to find long lost friends. More and more of them are now getting regis­tered by their children to the point where children complain that their parents are always on the computer."

So what seems like a brave initiative in a country where the Internet is still in its initial stages is more than justified by current forecasts: "Internet access is currently 20 percent in Russia, and around 40 percent in Moscow. We are hoping that there will be a consider­able development in the regions in the next two-three years. Our timing would be just right." According to esti­mates by financial analysts at Citigroup Inc., one of the biggest U.S. banks, by the end of 2010 Internet penetration will have reached 77 percent in Moscow and 25 percent in the regions.

According to Olga Shevchenko, who teaches sociology at Williams College, the way Odnoklassniki oper­ates makes it even more unique for Russians, who are trying to rebuild their collective identity. "It's hard to say how popular it will be in the future," she says, "because right now we're in the middle of a boom. I think that sooner or later, however, many peo­ple will stop using it because as a tool to reach people in the physical world it would have already served its pur­pose. People can use it to get phone numbers and then meet up, but it's hard to say how it will be in the longer term."

Indeed, what sets it apart from other blogging sites, like Livejournal, which was a hit in Russia earlier in the decade, is its link to the concrete world. "Russian Livejournal was a virtual community," says Shevchenko. "It's potentially anonymous, like 19th cen­tury albums. It's an attempt to create an alternative world. But Odno­klassniki is an attempt to return to face-to-face communication."

According to Zassoursky, Odno­klassniki is an "embodiment of social services on the Internet."

"If Livejournal is a personal media system, then Odnoklassniki is a whole new architecture of social connec­tions."

Please answer the following questions:

1. Why has the website Ondoklassniki.ru become so popular?

2. Who is the site’s creator, and what inspired them to create this site?

3. When was the site created?

4. How many people use the site daily?

5. How does Ondoklassniki.ru differ from the other similar networking sites?

6. What are the advantages of using the website Ondoklassniki.ru? Why do some people think that it is important for them?

7. Are the two sites Ondoklassniki.ru and Vkontakte.ru the same?

8. Why don’t some people want to use the website? What reasons do they have?

9. What are the website creator’s targets for the future?

10. What uniquely Russian trait does Ondoklassniki.ru serve that other Internet sites do not cover?

11. What are the differences between some blogging sites, like Livejournal and Ondoklassniki.ru?

12. Have you ever registered on the websites Ondoklassniki.ru or Vkontakte.ru? What site is more interesting for you?

13. Do you think it is important for people to be able to easily access these sites?

14. If you were asked to design a social website, what would be your target audience and why?

Translate into Russian:

1. Сайт Ondoklassniki.ru – последний крик моды.

2. Самое лучшее объяснение состоит в том, что русские дети проводят свои первые десять лет учебы в одних и тех же классах.

3. Одноклассники часто чувствуют себя «семьей», что было особенно уместно в Советские времена, когда было важно развивать в детях чувство принадлежности к коллективу.

4. Сайт Vkontakte.ru только недавно появился в России и может стать угрозой для сайта Ondoklassniki.ru.

5. Наш сайт более простой для пользователя, и любой в возрасте от 15 до 50 лет может зарегистрироваться и быстро научиться, как им пользоваться.

6. Я думаю, что люди везде хотят оставаться «в контакте» со своими друзьями, но такая потребность сильнее проявляется в России, потому что люди живут на огромном расстоянии друг от друга.

7. В настоящее время доступ в интернет имеют 20 процентов населения России и около 40 процентов жителей Москвы.

8. Трудно сказать, насколько популярен будет сайт в будущем, потому сто сейчас мы находимся в середине подъема популярности сайта.

9. Я думаю, что рано или поздно многие люди перестанут пользоваться сайтом.

10. Сайт Ondoklassniki.ru – это попытка вернуться к реальному общению.

_{Text 2}

Прочитайте и переведите текст. Ответьте на вопросы после текста письменно. Выпишите ключевые лексико-грамматические конструкции. Составьте план текста. Ответьте на следующие вопросы:

How is the text headlined?

What is the text under discussion devoted to?

What issues does the text touch upon?

What does the author dwell on at the beginning?

What is the key-note of the text?

What does the author conclude the text with?

Напишите summary.

Being nicer to patients will help them heal, doctors told

By Steve Doughty The Daily Mail.

DOCTORS are being urged to be nicer to their patients to increase their chances of recovery. They have been told that improv­ing their bedside manner will not only give the sick and vulnerable a greater sense of dignity and respect, it could even help to save their lives. By contrast, a cold and indiffer­ent attitude can undermine their patients' chances of getting better.

According to advice in the British Medical Journal yesterday, doctors need to adopt an 'A.B.C and D of dignity' when treating the sick. The letters stand for attitude, behaviour, compassion and dia­logue. The code of conduct suggests doctors ask themselves how they would feel if they were the patient lying alone and scared in a hospi­tal bed.

They are told that their bedside manner should include speaking to a patient from a comfortable dis­tance and at the same eye level, using everyday language a patient can understand and carrying out occasional small acts of kindness.

This might mean getting a patient a glass of water, helping them find slippers, adjusting their pillow or noticing their flowers. An understanding look or a gen­tle touch on the arm can show compassion, the advice said.

The suggestions come at a time when the Health Service stands accused of overly concentrating on the need to meet targets. The Daily Mail's “Dignity for the Elderly” campaign has drawn atten­tion to the way in which the wishes and needs of the old and vulnera­ble are regularly ignored.

Ministers have accepted that the elderly need to be shown more respect, and the Department of Health has ordered hospital and care workers to stop calling older patients by names like 'love' or 'pet'. Psychiatrist and cancer expert Harvey Chochinov, who developed the code of conduct, said: 'Not being treated with dignity and respect can undermine a sense of value or worth.

'Patients who feel that life no longer has worth, meaning or pur­pose are more likely to feel that they have become a burden to oth­ers, and patients who feel they are little more than a burden may start to question the point of their con­tinued existence.' He added: 'Might an assumption of poor quality of life in a patient with longstanding disabilities lead to the withholding of life-sustain­ing choices?'

Professor Chochinov said doc­tors' behaviour should always be based on respect and kindness. He said that upholding the dig­nity of a patient 'embraces the very essence of medicine'.

They should let a patient know they understand the difficulties of being examined, for example, by making remarks like 'I'm sorry we have to do this to you'. Showing compassion should include 'some form of communica­tion, spoken or unspoken, that acknowledges the person beyond their illness.'

Dialogue means taking account of the emotional impact of illness, the professor explained. For exam­ple, a doctor might tell a patient: 'I can only imagine what you are going through.'

Doctors should: -

Ask themselves how they would feel if they were the patient.

Never withdraw from contact with a patient just because their illness is incurable.

Always ask the patient's permission to include students in any examination.

Set the patient at ease during examination, for example by saying 'I know this might feel a bit uncomfortable'.

Do not have a conversation with a patient during an examination until they are dressed or covered.

Help by getting a patient a glass of water or adjusting their pillow.

Never use language a patient cannot understand to describe their illness within their hearing.

Show compassion with an understanding look or a touch on the shoulder, arm or hand.

Ask a patient about their family or friends and what help they want from them.

Read books and watch films and plays that help understand how people feel.

Translate into English:

1. Докторов убеждают быть более дружелюбными с пациентами, чтобы увеличить их шансы на выздоровление.

2. Буквы A, B, C и D означают отношение, поведение, сострадание и диалог.

3. Кодекс поведения советует докторам спросить самих себя, как бы они себя чувствовали, если бы они были пациентами и лежали бы в больнице в одиночестве, испытывая чувство страха.

4. Докторам следует разговаривать с пациентами с удобного расстояния, и при этом их глаза должны находиться на уровне глаз пациента.

5. Никогда в разговоре с пациентом не используйте слова и выражения, которые пациент не может понять.

6. Министры приняли во внимание, что нужно проявлять больше уважения к пожилым людям.

7. Всегда спрашивайте разрешение у пациента, если планируется, что студенты будут принимать участие в обследовании.

8. Поведение докторов всегда должно быть основано на уважении и доброте.

9. Понимающий взгляд или легкое прикосновение к руке может выразить сострадание.

10. Никогда не избегайте контактов с пациентами только потому, что их болезнь неизлечима.

Please answer the following questions:

1. Why should doctors be nicer to patients?

2. What sorts of terms should not doctors and nurses use to address their patients?

3. What does the code of conduct mean for doctors and nurses?

4. What do the letters A, B, C and D mean?

5. What actions could the bedside manners include to benefit patients?

6. Why are the bedside manners of doctors and nurses so important?

7. Can patients feel that they have become burdens to others? How can doctors help them if this is the case?

8. Why do you think it is important for doctors to be at the same eye level with patients while speaking with them?

9. What should doctor’s behaviour be based on?

10. Can doctor’s behaviour increase patients’ chances of recovery? Do you agree with this idea?

_{Text 3}

Прочитайте и переведите текст. Ответьте на вопросы после текста письменно. Выпишите ключевые лексико-грамматические конструкции. Составьте план текста. Ответьте на следующие вопросы:

How is the text headlined?

What is the text under discussion devoted to?

What issues does the text touch upon?

What does the author dwell on at the beginning?

What is the key-note of the text?

What does the author conclude the text with?

Write an essay on the topic of the influences of media advertising on people’s behaviour.

Ban on junk food ads introduced

BBC NEWS: http://news.bbc.co.uk/2/hi/health/7166510.stm

Published: 01.01.2008

The rules say adverts should not encourage excessive consumption. A ban on adverts for junk food during television programmes aimed at children under 16 has come into force.

Regulator Ofcom has outlawed adverts for foods high in fat, salt and sugar in an effort to tackle rising childhood obesity levels but broadcasters say the quality of children's programmes will be hit by the loss of an estimated £39m in advertising revenue. Health campaigners had called for a complete ban before the 9 p.m. watershed.

The move is the latest stage in a phased crackdown on advertising during programmes aimed at, or specifically appealing to, children. In April 2007, junk food ads were banned during programmes made to appeal to seven to nine-year-olds. By December this year, dedicated children's channels will have to phase them out altogether. Children's Secretary Ed Balls has said that UK children see some 10,000 television adverts a year and recognise 400 brands by the age of 10.

Terrestrial broadcasters have predicted their advertising revenue will fall by 1% after the ban. Child-orientated satellite channels expect a 9% drop, while commercial channels aimed entirely at children fear a 15% fall. Ofcom's rules impose curbs on adverts during shows where child viewers make up a high percentage of the total audience.

But in November, consumer group Which? claimed the restrictions were insufficient because they did not cover family programmes which appealed to both children and adults. Among these were high-profile shows such as The X Factor, Ant and Dec's Saturday Night Takeaway, New You've Been Framed and Coronation Street.

Richard Watts from the Children's Food Campaign told BBC Radio 4's Today programme that 18 out of the top 20 shows watched by children were not covered by the new ban. "The rules are fantastically complicated and opaque for parents, " Mr. Watts said in endorsing a complete ban before the 9 p.m. watershed.

He accused Ofcom of balancing the protection of children's health alongside the "financial health" of broadcasters.

In addition to scheduling restrictions, Ofcom plans to ban the use of celebrities and characters, such as cartoon heroes, to advertise unhealthy food. Free gifts and health or nutrition claims will also be banned. A Food Standards Agency ratings system is used to assess which foods are deemed to be junk products.

Please answer the following questions:

1. What age group of people is the ban on adverts for junk food aimed at?

2. Why were the adverts banned?

3. Do broadcasters expect losses as a result of the ban?

4. When were junk food ads banned in programmes made to appeal to seven to nine – year – olds?

5. How many brands can English children recognise by the age of 10?

6. How many television adverts a year do English children watch?

7. Which channels do expect to suffer great losses?

8. Why did the consumer group “Which?” claim the restrictions were insufficient?

9. What does Ofcom plan to do next?

10. Do you think that the adverts of junk food should be banned in Russia?

_{Text 4}

Прочитайте и переведите текст. Ответьте на вопросы после текста письменно. Выпишите ключевые лексико-грамматические конструкции. Составьте план текста. Ответьте на следующие вопросы:

How is the text headlined?

What is the text under discussion devoted to?

What issues does the text touch upon?

What does the author dwell on at the beginning?

What is the key-note of the text?

What does the author conclude the text with?

Write an essay which compares and contrasts the American national character with the Russian national character.

The American Character

From the Speak Out magazine

What are Americans like? What do Americans like? "But wait," some readers say. "In this huge nation of people from everywhere, is there really a national character?"

There is great diversity in the ethnic makeup of America. Nevertheless, many writers have generalized about typical American values, attitudes, and beliefs. For example, Mortimer B. Zuckerman, editor-in-chief of U.S. News & World Report, sees his country as "a culture of self-reliance, independence, resourcefulness, pragma­tism, and novelty." He goes on to describe his fel­low Americans in greater detail. "We are com­fortable with change and with people who make things happen. In America, the new is better than the old; taking charge is valued over playing it safe; making money is superior to inheriting it; educa­tion and merit are favoured over family ties."

The most important characteristic of the U.S.A. can be stated in one word: diversity. Most Americans take pride in the great variety found in the country's geography and population. Covering 9,590,000 square kilometres, the U.S. is the fourth-largest nation in the world (after Russia, China, and Canada). Within this vast country are tall mountains and flat fields, deserts and tropical regions, prairies and forests... The cli­mate, too, covers all extremes. In southern Florida, visitors come to swim and sunbathe in December. In northern Alaska, winter temperatures may drop to -24° C.

With more than 275 million people, the U.S. is the third-largest nation in population after China and India. About 90% of the people now living in the U.S. were born there. Still, the U.S. has one of the world's most varied populations. It is about 82% white, 13% black, 12% Hispanic, 4% Asian, and 1% Native American. Some newcomers to the U.S. may be surprised by the varieties of skin colour they see, but Americans take it for granted. Racism and prejudice are still serious problems in the U.S.; however, most Americans believe in the ideals of equality and mutual respect.

Regional variations also add diversity to the American character. Travel around the country and you'll notice differences in language, cooking styles, recreation, and even character.

To start with nothing, to work hard, and then to make a fortune — this is the American dream. People in the U.S.A. want more than anything else to be suc­cessful. And when they've made their money, they like to show it off by driving expensive cars and buying beautiful furniture for their homes.

One bad result of this is that people never seem to stop working. Some even hold two full-time jobs at the same time. This means that there is not much time for the good things in life, such as hours spent with one's family. Few families play games together, go for walks together, or even sit down every evening around the family table for a home-cooked meal.

The good result, though, is the confidence that many Americans have in themselves. They seem to feel that they can do anything, and get whatever they want if they try hard enough. It may take a lot of hard work to do well in America, but it's certainly exciting.

The great American novelist and humorist Mark Twain described the typical English­man or - woman as a "person who does things because they have been done before" and the typ­ical American as "a person who does things because they haven't been done before." Americans love to try something new out of curiosity and a belief that newer may be better.

As a nation of immigrants, the U.S. has had a continual influx of people with a pioneering spir­it. In the nineteenth century, this spirit led American settlers to make the long, difficult, and dangerous journey westward in search of gold or free land. The desire to make a fresh start in a new place is still noticeable throughout the nation. About 42 million Americans change resi­dences every year. Some people move because they change jobs or go off to college. Others move to find adventure or a more pleasant climate. The pioneering spirit of Americans can be seen in the working world, too. Employees change jobs and even careers as opportunities change.

Americans love science and technology because these fields involve new discoveries.

Watching Americans in action, foreigners sometimes see behaviour that seems rude or just plain silly. Among them are the following traits.

Hurry, Hurry, Hurry. Almost every American wears a watch, and, in nearly every room in an American home, there's a clock. "Be on time." "Don't waste time." "Time is money." "Time waits for no one." All these familiar say­ings reflect the American obsession with promptness and efficiency. Students displease their teachers and employees displease their bosses when they arrive late. This desire to get the most out of every minute often makes Americans impatient when they have to wait. It also makes it difficult for Americans to relax.

The desire to save time and do work more quickly and easily leads Americans to buy many kinds of machines — from office equipment such as calculators, photocopy machines, and computers to dozens of home and personal appli­ances, such as microwave ovens.

The Importance of Money. After visiting the U.S. in the 1830s, the French historian Alexis de Tocqueville wrote, "I know of no country . . . where the love of money has taken stronger hold ..." Americans are often accused of being materialistic, of valuing wealth and possessions above all else. Money is valued both as a symbol of success and also for a more obvious reason—its purchasing power. Purchases are made in order to "keep up with the Joneses," to show friends that one can afford a big­ger house or a better car. Also, advertising encour­ages people to keep buying things far beyond what they need. In the nineteenth century, the American author Henry David Thoreau advised his country­men, "Simplify your needs!" However, Americans have moved in the opposite direction. Now, just as Thoreau predicted, many find that their posses­sions own them. They must work hard to earn enough money to buy and maintain the many pos­sessions they consider necessities.

Yes, Americans love to make a lot of money and spend it on themselves—to buy things that save time, give them pleasure, or serve as status symbols. However, Americans are also very generous and very willing to donate money to good causes.

Say What You Mean, and Mean What You Say. Americans believe that "honesty is the best policy." They are direct and assertive. They ask for what they want. Children often argue with their parents and citizens express opposition to actions of the government. If the soup is cold or the meat is tough, the diner can complain to the waiter.

If a teacher is wrong or confusing, a student may say so. If the boss makes a mistake, an employee may politely point it out.

The Need to Win. The extremely competitive nature of Americans is often criticized. Of course, competition isn't always bad. But the desire to get ahead of others sometimes causes people to do things that are unkind and even dishonest.

The Practical Outlook. Americans admire what is practical, fast, efficient, and new. Sometimes they cannot understand cultures that prefer more traditional, leisurely ways of doing things. People from other cultures, on the other hand, may dislike the practical, hectic American lifestyle.

Despite these traits, which many foreigners may view as faults, Americans are usually considered very likable. Most are friendly, kind-hearted, and eager to help visitors and immigrants. In this nation of immigrants, the foreigner does not remain an outsider for long.

Sources:

THE U.S.A. Customs and Institutions by E.Tiersky and M.Tiersky © Pearson Education Company

Please answer the following questions:

1. How can you describe Americans?

2. What percentage of the people in the USA were born there, and how many people does this represent?

3. What does the American dream mean?

4. How did Mark Twain describe the typical Englishman and the typical American?

5. Why do some people change residences every year?

6. Do Americans love to make a lot of money?

7. What are the traits of American character?

8. Do Americans have serious problems in the U.S.A.? What are they?

9. What does the expression “to keep up with Joneses” mean?

10. Are Americans direct and assertive people or secret and unassertive (shy)?

Translate into English:

1. Мы рады переменам и рады людям, которые делают такие перемены.

2. Самая главная характеристика может быть выражена одним словом – разнообразие.

3. Начать с нуля, работать усердно и сделать состояние – это Американская мечта.

4. Когда Американцы заработают деньги, они любят показывать это окружающим, управляя дорогими машинами и покупая дорогую мебель для своих домов.

5. Кажется, они чувствуют, что они могут сделать все, что угодно, достичь, чего бы они ни пожелали, если они приложат для этого все свои силы.

6. Желание начать все заново, «с нуля», на новом месте все еще очень примечательная черта нации.

7. Желание сэкономить время и сделать работу более легко и быстро побуждает Американцев покупать разные виды приспособлений, от офисного оборудования, такого как калькуляторы, копиры и компьютеры, до дюжины домашних и личных приборов, таких как микроволновые печи.

8. Деньги ценят как символ успеха, а также по более очевидной причине – за их покупательную стоимость.

9. Реклама побуждает людей покупать вещи, далеко не являющимися предметами первой необходимости.

10. Американцы верят, что «честность – лучшая политика».

_{Text 5}

Прочитайте и переведите текст. Ответьте на вопросы после текста письменно. Выпишите ключевые лексико-грамматические конструкции. Составьте план текста. Ответьте на следующие вопросы:

How is the text headlined?

What is the text under discussion devoted to?

What issues does the text touch upon?

What does the author dwell on at the beginning?

What is the key-note of the text?

What does the author conclude the text with?

Напишите краткое изложение (резюме)

Use your loaf

By Jane Clarke The Daily Mail, 2008

Baking your own bread is easier than you think - but don't stick to boring buns and bloomers. Our resident foodie shows just how much dough can do.

A warm bread roll straight from the oven, with a smidgen of good unsalted but­ter, is one of life's simple pleasures. And now bread machines have revolutionised the way we make bread - you put the ingredients into the machine, wait a few hours, and then the alarm tells you a hot, golden loaf is ready. With butter and some pure fruit spread or honey, freshly made bread makes an irre­sistible breakfast.

I must confess that I miss the whole manual bread-making part of the story. In the summer holidays, Maya, my four-year-old daughter, and I like to make bread from scratch; we love getting our hands messy with water and flour, kneading it into a dough and watching it rise. Bread is really easy to make, and not a lot can go wrong as long as you use strong bread-making flour (which has the maximum amount of gluten, the protein that enables the loaf to have a light, risen texture). Yeast, which is necessary to make bread, is available fresh from supermarkets if they have their own in-store bakeries, but dried yeast works very well and has the advantage that your bread can be made from cupboard ingredients.

Use bread dough to make your own pizzas, which are useful for picnics or late suppers because the base can be made ahead of time, and you can be imaginative with the toppings, from the tomato and mozzarella pizza I cooked only last weekend, to olives, ham, chicken, all sorts of cheese - in fact, virtually anything savoury.

In the recipe shown here I've made mini pizzas, and given the amount of topping for each one, but you could just as easily make it into two larger pizzas, in which case you will need 16 tablespoons of tomato sauce, 4 buffalo mozzarellas (buffalo has a delicious taste) and 8 tablespoons of basil pesto (ready-made is fine). Use half this topping on each pizza. This sounds like an awful lot, but I really like my pizza to be oozing and dripping with sauce and melted cheese.

Some people have problems digest­ing bread made out of wheat flour. In this case, I'd suggest cutting down on the quantity of yeast-based wheat bread you eat, substituting pumpernickel, Irish soda or spelt bread. Others find wholemeal suits them better than white, or may find all-wholemeal bread is too rough to digest. Rather than giving up all bread, consider the other varieties suggested above. The time of day you eat bread can influence how you feel, too. I some­times find bread at lunchtime makes me sleepy. The most filling and satisfying bread is wholemeal, which contains the outer fibrous husk of the cereal. Wholemeal bread contains five times as much fibre as white, plus valuable amounts of vitamin E, potassium, iron and В vitamins. Granary and brown breads don't legally have to contain any more nutrients than white does - even if they look brown, this may be down to food colouring. As a nation we should be eating more wholemeal, wholegrain foods, since the fibre helps us maintain our weight (we feel fuller, and are there­fore less likely to need more food after eating wholemeal) and keeps our guts moving. It is also linked to a reduc­tion in bowel cancer and other hor­mone-related cancers such as breast cancer, and can be a useful way to lower our levels of bad cholesterol, which can lead to heart disease. If wholemeal bread contains such seeds as hemp or linseed, we can also glean some extra omega-3 fatty acids.

As I mentioned, in our house we don't just eat wholemeal bread -Maya needs to get plenty of energy from her food, and I recommend that children eat a mixture of wholemeal and white. Too much wholemeal can fill them up too quickly and can also reduce the absorption of essential minerals such as calcium and iron.

For this reason, white bread is good for children - in this country, white flour is still fortified with calcium, thiamine and niacin, and it is very soon going to be fortified with folic acid, an antioxidant linked to a reduc­tion in neural tube defects such as spina bifida.

White bread can be easier to eat for people with irritable bowel syndrome (IBS), except when it's very fresh as that can aggravate your stomach. Day-old bread may suit them better, and if you're looking for a savoury way to use it up, the tomato and bread salad, below right, is delicious.

Answer the questions:

1. Why does the author prefer making bread without bread-making machine?

2. What advantage does dried yeast have?

3. What advantage does strong bread-making flour have?

4. What advantages does the wholemeal bread have?

5. Why it is important to eat food which is rich in fibre?

6. How does the author explain that white bread is good for children?

7. What other dough-based products does the author advocate and why?

8. How does the time of day that you eat bread affect its qualities?

9. What is “pumpernickel” and how does it differ from other breads?

10. Why is day-old bread better for some people?

Приложение 1.

Сравнительная таблица целей речевой деятельности и характера аналитико-синтетических операций перекодирования исходного текста при создании рефератов, аннотаций и конспектов.

	Цель деятельности	Характер аналитико-синтетических операций исходного текста
Реферат	замена первоисточника, знакомство потребителя с содержанием оригинала (информативная функция).	свертывание текста до основных обобщенных мыслей. Выявление, систематизация и фиксация наиболее ценной информации. Объективный характер изложения.
Аннотация	знакомство потребителя с тематикой первоисточника (индикативная функция – обеспечение информационного поиска).	свертывание всей информации первоисточника до краткой формулировки стержневой темы. Оценочное обобщение и абстрагирование материала.
Конспект	хранение и восстановление информации первоисточника (в основном для личного пользования).	использование индивидуальной нотации, различных способов фиксации ключевого материала, обильное использование графических средств, информация подаётся в той последовательности, которую использует автор первоисточника.
Эссе	Создание письменного текста аргументативного характера.	Краткая формулировка основных мыслей и детальная аргументация, систематизирование фактов, оценка ситуации.

Приложение 2.

Выражения, используемые при пересказе текста.

a)

1. As you can see from the title the text is devoted to…

2. The problem is…

3. According to the text…

4. Experiments proved to…

5. Research has shown that…

6. I find the text rather/ very…

7. I’ve learnt a lot…

b)

1. The paper attempts to provide…

2. …are discussed briefly.

3. They include…

4. The conclusion is as follows…

5. Extensive effort has been devoted to the design of…

6. The effort continues in the direction of…

7. It is expected that…

c)

1. The review surveys…

2. The main features are described…

3. There is no reason to believe…

4. The first paragraph introduces…

5. The second part illustrates the idea of…

6. In conclusion… is given.

Приложение 3.

Выражения, используемые при доказательстве правильности или ошибочности суждений, высказанных в тексте.

That’s just the point…

I can also add…

I don’t agree with it…

If I am not mistaken…

It seems to me that…

I quite agree with you…

You are right to mention that…

The point is that…

As far as I know…

To my mind…

To sum it up…

The problem seems to be very serious…

The point turned out to be…

I’m not sure that…

The drawback of the (…) is that it is not useful for…

It requires a complex procedure…

It is expensive to...

Приложение 4.

Подстановочные таблицы для составления реферативного сообщения.

1. Название текста.

I want I am going I would like

…to speak about …to give you some information about …to tell you a couple of words about …to give a talk about …to render the contents of

…an item …an article …a text …a feature-story …an essay

…entitled (…)

The article is headlined…

The headline of the article I have read is…

The headline of the text under review is…

The title of the text is…

2. Сведения об авторе.

The item The article The text The story

…under discussion …under consideration …under review

…is(was)written by …is(was)contributed by

(…) the name of the author

The author of

…the text …the item …the article …the story

…under discussion …under consideration …under review

…is (…) the name of the author

Unfortunately/I am sorry to say the name of the author is not mentioned.

3. Сведения об источнике публикации (где и когда опубликован).

The item The article The text The story

…under discussion …under consideration …under review

…is taken from …was found in …is/was printed in …is published in

…the book named (…) …the newspaper (…)

4. Главная идея текста.

The main idea of The purpose of The aim of		…the item …the article …the text …the story	…is to give the reader some information on …is to provide the reader with some data (material) on
The item The article The text The story The essay	…is about …is devoted to …is concentrated upon …is centred around …is focused upon …deals with …touches upon …tells us about			…the present-day situation in… …the difficult position of… …the latest events in… …the important achievements of… …the latest developments in … …the relations between… …the conflict between…

The item The article The text The story The essay

…gives a vivid / detailed description / account of… …describes very vividly / in detail… …shows us… …opens with an account/description of… …provides much information on…

5. Структура реферируемого текста и содержание его частей (факты, главные герои и т.д.).

The item The article The text The story The essay

…under discussion …under consideration …under review

…consists of …is composed of …can be divided into …can be split into

(…) logical parts

The opening part / passage The introductory part / passage The central part The main part The following part The final part The conclusion

…is about …is devoted to …is centred around …centres around …is concentrated upon …concentrates on …is focused on …focuses on …deals with …tells us about …touches upon …shows us …describes …gives a vivid description / an account of

The author

…starts by telling the reader that… …writes / states / stresses / thinks / describes… …points out that… …goes on to say that…

According to the text…

Further the author says that…

Then / After that…

6. Заключение.

In conclusion By way of conclusion By way of summing up

…I want to say …I can say …I must say …I would like to say …the author states

that…

The author comes to the conclusion that…

The text ends with a conclusion…

7. Свое отношение к анализируемому тексту.

I find I found

…the text …the item …the article …the story

…interesting / important / dull / of no value … too hard to understand / easy to understand

Generally speaking On the whole

(…) the name of the text

…made on me

…a great impression …a favourable impression …a good impression …an unforgettable / a pleasant impression

Generally speaking On the whole

…I was

…greatly / pleasantly impressed by …favourably impressed by

…the text (…)

In my opinion From my point of view It seems to me that There is no doubt that

(…) is

…very interesting …informative …rich in content …highly instructive

From the text From the item From the article From the story

…under discussion …under consideration …under review

…I got to know …I learned …I came to know

…a lot of interesting information about… …facts about… …facts concerning..

Приложение 5.

Фразы, используемые при составлении предложений:

• It is shown that…

• It should be noted that…

• It is said that…

• It is known that…

• It is pointed out that…

• The fact(s)…is (are) stressed.

• It should be remembered that…

• It is known as a fact that…

• There can be no doubt that…

• It may be assumed…

• It is generally believed that…

• It is clear (obvious, evident) that…

• It goes without saying that...

• The point is that…

• The author examines…

• The author considers…

• Details are given to …

• The consequence of the development is…

• In the future…

• It shows the advantages and disadvantages of…

• An attempt is made to …

• …have been developed.

• …make it possible to…

• …has allowed the further development ...

• the text carries material on/about…

Приложение 6.

You might find these phrases useful, rendering articles into English:

The article . . . is taken from . . .and deals with . . .

/ is about / concerns / is concerned with / centres on/ focuses on (environmental issues, etc.)

The central idea of the article/ the author’s main concern is . . .

The article also reports (on) mentions / covers / comments on / examines

considers / investigates / raises the subject of … / deals with the issue(s) of …

According to the article / reporter, . . .

Concerning/ regarding/ with regard to . . .

1. At the beginning of the article (in the beginning) the author/reporter describes (dwells on, touches upon, explains, introduces, mentions, comments on, points out, generalizes, criticizes, exposes, ridicules, praises, emphasizes the idea / fact, gives his / her account of, draws the attention of the reader to, . . .)

2. The author expresses his / her alarm at / concern(s) over / approval of / support of/ the belief (the conviction, the hope, the opinion, the view) that . . .

The author/ article debates/ argues/ describes . . . . as

/ highlights / outlines / stresses . . .

3. Then (after that, further on) the author passes on to . . ./ goes on to say / gives a detailed ( thorough) analysis of / discusses . . . / analyses these additional aspects ..

4. In conclusion, / Summing it all up . . . / by way of a summary / summarizing the above …

The author concludes / comes to the conclusion/ draws the conclusion / sums it all up by saying that . . . / suggests the following …

In my opinion . . .

Для заметок

Для заметок

Полушина Любовь Николаевна

Шлёнская Наталья Марковна

Английский язык

Учебно-методическое пособие по организации самостоятельной работы студентов с текстом при создании вторичных текстов

(на материале английского языка)

Подписано к печати: 11.03.09

Тираж: 250 экз.

Заказ №: 6177 изд.№378

56