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V letter of condolence

It is never easy to write a letter of condolence whether to your colleague, your partner or your friend. There is a good common rule that it is better to write in a simple, straightforward way with the help of everyday words and phrases.

A letter of condolence should be handwritten. It should be written in time as soon as you have heard of the death.

Letter of Condolence Dear Mr. Anderson,

We were deeply distressed to hear of the death of your director, James Gates.

His death is a great loss to your firm.

We who knew him will always remember him not only as a competent and

energetic businessman, but also a well-intended and polite person.

We can appreciate how deeply you must feel his loss.

My staff join me in sending condolence to you and members of his family. If there

is anything we can do to help you, please let us know.

Yours very sincerely,

Mrs. Gerald.

Begin your letter saying that you are sorry to hear about the death. A second

oaragraph must be about the dead person and those he or she left behind. You can add here how much he or she will be missed. Expressing condolence at the end of your letter you may offer some help.

Close your letter with "Yours very sincerely" if writing is to a business partner ₀r a business acquaintance. If you write to your friend or a relative or to a business partner you have been knowing for a long time and have close and special relations: close your letter of condolence with "With best wishes" or "With kindest regards".

Useful Phrases:

♦ to be shocked to hear of

♦ to have just learned of the death

♦ to hear the news about

♦ to be most grieved

♦ to be well respected (liked, loved)

♦ to be greatly missed

♦ to be a great loss

♦ Please accept my/our sympathy

♦ Please accept my/our frank condolence. Sincere regards - Yours very sincerely. If there's anything I/we can do to help - Please don't hesitate to let me/us know. With best wishes - With kindest regards.

VI-VII LETTER OF INVITATION AND THANK-YOU LETTERS

There are arrangements which are made by telephone, but there are occasions when only a written message will do. These include formal invitations that can be sent either in the form of a letter or a card. Write the address and date. The letter begins with salutation and ends with a complimentary close.

If you have received an invitation in the form of a letter you should reply in the form of a letter too. If you wish to decline an invitation give a reason for doing so. It should be polite and plausible.

Writing thank-you letters to your business acquaintances and partners try to write in a light, informal style as if you were speaking. One may use here abbreviations like "don't", "can't", "it's", etc.

VI letter of invitation

Dear Mrs. Lawns,

Mr. Leo Ottos, the chairman of United Dairy, and 1 are giving a cocktail party to

welcome George Wilson, the head of our subsidiary in Alabama, who arrives for a

short visit on 13 October. The party will be held on Sunday 15 October at the Beauty

Hotel, beginning at 7.00 p.m.

We hope that you will be able to join us and look forward to seeing you then.

Yours sincerely, Peter Brown.

Executive Director.

VII

THANK-YOU LETTERS

Dear Mr. P. Brown,

Thank you very much for the invitation to a cocktail party at the Beauty Hotel on 15 October 20... I am delighted to accept it. Your sincerely, Mrs. Lawns.

Dear Mr. P. Brown,

Thank you very much for the invitation to a cocktail party at the Beauty Hotel on 15

October 20... to meet Mr. George Wilson, the head of your subsidiary in Alabama.

I would have much pleasure in accepting it. Unfortunately, I have already made

arrangements to attend another meeting on that date. Please pass on my regrets to Mr.

Wilson and give him my best wishes.

Yours sincerely,

Mrs.Lawns.

Dear Sir/Madam,

Many thanks for your hospitality during my visit to Washington. It's very kind of you

to give me so much of your busy time. It was very useful for us to make

acquaintances with your employees. I very much enjoyed meeting your husband

(wife) and family. My best wishes for them. I'd be very pleased to return your

kindness any time that you are in London.

Yours sincerely,

Useful Phrases:

♦ to have pleasure in inviting

♦ to hope you will be able to join

♦ unfortunately

♦ to hope to arrive in ... on ...

♦ to thanks for (many thanks for)

♦ to be delighted

♦ to be very kind of

♦ to request the pleasure of the company

♦ to accept an invitation

♦ to make it impossible to come

♦ to confirm / let me (us) know as soon as possible

♦ to be pleased

♦ to be sorry

♦ to return hospitality

COMMUNICATION Exercise 6. Using words and word-combinations in brackets ask someone with experience in business letter writing about the following:

I A young businessman wants to write a letter of inquiry to an American

producer.

(to be interested in, not to know one's conditions, to supply, to pay in advance, to let smb. know about, delivery time, insurance, FOB, COD, references

about my company)

You have received a letter of enquiry for the first time. Your task is to write a letter of reply to enquiry for order.

(thank you for the order dated, to be available now, no delay, in stock, price list, to confirm, air shipment, please note, to be able to distribute on the eve of Easter, more expensive but of higher quality)

///

You are going to travel to another city to arrange some business matters with your partners. You have never been to this city.

(asking for hotel accommodation, the centre of the city, busy person, busy life, your terms, a single room, to reserve for four nights, as soon as possible, to be willing to accept alternative accommodation, to confirm booking, room and full board, bed and breakfast, per person, the cost of midday and evening meals)

You are a senior manager recently promoted to the post. You have just heard of the death of your partner's mother. You have been working in close contact with this person, you knew and met his mother. In your company Susan Marlow, a competent and literate person, is known to be good at letter writing. You ask her to give you a piece of advice concerning writing a letter of condolence. /

(to be handwritten, to use euphemisms like "passed away", to offer some help, yours very sincerely, to be missed, to be sorry to hear, in a straightforward way, with the help of frank but simple words and phrases, common rule, to be a great loss, not to hesitate to get in touch, "with kindest regards", we can help you in any way, our sympathy).

Exercise 7. Tell your friends how to write:

♦ Letters of Inquiry (= Enquiry).

♦ Letters of Reply to Inquiry.

♦ Letters of Accommodation.

♦ Letters of Confirmation of Booking.

♦ Letters of Condolence.

♦ Letters of Invitation.

♦ Thank-you Letters.

Exercise 8. What other business letters do you know? How are they composed? What phrases are they supposed to contain ?

Exercise 9. Discussion Points.

Business letters are often written and do play an important role in today's business life.

2. It is important to observe the general rules in writing of business letters.

3. The tone of a letter reveals the writer's personality. A co-operative competent person always writes a friendly constructive letter which will do its job much better than a careless or rude letter.

GRAMMAR REVISION (See App. 2) Exercise 10. Complete the sentence and translate: Pattern: Our Personnel Manager said that 1. he interviewed a new applicant

2. he had interviewed a new applicant

3. he would interview a new applicant in a day.

1. The director says that...(3)

2. Their Human Resource Manager informed that...(3)

3. The recruiter asked...(3)

4. One often applicants knew that...(3)

5. We didn't know either where...(3)

6. Mr. Barrow asked us when...(3)

7. I wonder when.. .(3)

8. He didn't know why...(3)

9. The employer didn't tell us whose.. .(3) lO.They asked me how many.. .(3)

11.We don't know who else...(3) 12.His referees wrote that...(3) 13.My referee stressed that...(3)

Exercise 11. Put the Infinitives in brackets into the right tense according to the rules of Sequence of Tenses:

1. We have heard that this film (to be) very interesting. 2. My sister told me that in an hour she (to go) to the cinema. 3. I thought he (to see) that new dubbed film. 4. Mary wanted to know what actor (to perform) the leading part in the film. 5.1 didn't know that the show (to start) at five o'clock. 6. He told us that a newsreel (to be + to show) before every feature film. 7. My mother said that she (to like) historical films and comedies best of all. 8. She said that in fact that picture (to have) an excellent cast with N. playing the leading part. 9. Our friend said that the film (to be) very popular with the cinema-goers. 10. The usher said that the show (to begin) in a minute.

Exercise 12. Do as in the example. Example: I told Bill not to shout. 1. "Don't shout", I said to Bill. 2. "Can you help me, Tom?", Olia asked. 3. "Please, don't go there", Ann said to me. 4. "Listen attentively", the teacher said to me. 5. "Don't tell Bob about that", Peter said to Mary. 6. "Read the text", the mother said to her son. 7. "Don't wait for me", Jane said.

Exercise 13. Write the sentences in indirect speech. 1. Shall I go home? 2.1 could forget it. 3. He couldn't have sold them. 4. Bill ought to have read the letter. 5.1 may lose it. 6. She should visit them. 7. I could meet her. 8. Ann ought to have helped us. 9. Shall I eat only fruit? 10. We should hang the pictures.

TEXTS FOR INDIVIDUAL READING

Allan С Ornstein Strategies for Effective Teaching. Loyola University of Chicago: Brown & Benchmark, 1999. pp. 21 - 40.

Moral Education

How a person develops morally is partially, if not predominantly, based on the way he or she interacts with family, schools, and society—more precisely, on the roles and responsibilities he or she learns and deems important based on contact with people who are considered important.

Schools have traditionally been concerned with moral education of children. In the nineteenth century moral education became linked to obedience and conformity to rules and regulations. Standards of moral behavior were enforced by rewards and punishments and were translated into grades in what at different times was called morals and manners, citizenship, conduct, or social behavior.

Until the middle of the nineteenth century public schools typically exhibited a strong, non-sectarian Protestant tone, which was reflected in activities such as Bible readings, prayers, and the content of instructional materials such as the McGuffey readers. By the turn of the century the schools shifted the notion of moral education to purely secular activities such as student cooperation in class, extracurricular activities, student councils, flag salutes, assembly rituals, and school service. In short, schools have never ignored moral education, but teachers have often avoided the teaching of morality because of its subjective nature and its potential overlap with

religious indoctrination.

Moral Knowledge

It is possible to give instruction in moral knowledge and ethics. We can discuss philosophers such as Socrates, Immanuel Kant, and Jean-Paul Sartre, religious leaders such as Moses, Jesus, and Confucius, and political leaders such as Abraham Lincoln, Mohandas Gandhi, and Martin Luther King. Through the study of the writings and principles of these moral people, students can leam about moral knowledge. For young readers there are "Aesop's Fables" and "Jack and the Beanstalk". For older children, there are Sadako, Up from Slavery, and the Diary of Anne Frank. And for teenagers, there are Of Mice and Men, A Man for All Seasons, and Death of a Salesman. All these books deal with moral and value-laden issues. Whose morality? Whose values? Well, there are agreed-upon virtues such as honesty, integrity, civility, caring and so forth, that represent an American consensus. It is out there, if we have sufficient moral conviction to find it.

According to Philip Phenix, the most important sources of moral knowledge are the laws and customs of society, and they can be taught in courses dealing with law, ethics, and sociology. However, moral conduct cannot be taught; rather it is learned by "participating in everyday life of society according lo recognized standards of society". Although laws and customs and obedience to them are not always morally right, accepted standards do provide guidance for conduct and behavior.

The content of moral knowledge, according to Phenix, covets five main areas: (1) human rights, involving conditions of life that ought to prevail, (2) ethics concerning family relations and sex, (3) social relationships, dealing with class, racial, ethnic, and religious groups, (4) economic life, and (5) political life, involving justice, equity, and power. The way we translate moral content into moral conduct defines the kind of people we are. It is not our moral knowledge that counts; rather it is our moral behaviour in everyday affairs with people that is important.

Moral Character A person can have moral knowledge and obey secular and religious laws, but still lick moral character. Moral character is difficult to teach because it involves patterns of attitudes and behavior that result from stages of growth, distinctive qualities of personality, and experiences. It involves a coherent philosophy and the will to act in a way consistent with that philosophy.

To have moral character also means to help people, to accept their weaknesses without exploiting them, to see the best in people and to build on their strengths, to act civilly and courteously in relations with classmates, friends, or colleagues, to express humility, and to act as an individual even if it means being different from others. Perhaps the real test of moral character is to cope with a crisis or setback, to deal with adversity, and to be willing to take risks (that is, possible loss of job, even life itself) because of one's convictions. Courage, conviction, and one teacher, rather it takes a concerted effort by the entire school and compassion are the ingredients for character. What kind of person do we want to emerge as a result of our efforts as teachers? We can engage in moral education and teach moral knowledge, but can we teach moral character. The world is full of people who understand the notion of morality but take the expedient way out or follow the crowd. Who among us (including our colleagues) possess moral character? To be sure, moral character cannot be taught by involves the nurturing of children and youth over many years.

Moral Values Good moral character requires a clear set of values. The values a person holds depend on many factors, including environment, education, and personality. Teachers and schools are always transmitting values to students, both consciously and unconsciously. Sometimes the transmission occurs through what educators call the "hidden curriculum", the unstated meanings conveyed by teacher attitudes and behavior, class routines, school policies, and the curriculum in general. Values clarification (sometimes called values building) is now considered part of the teaching-learning process. Advocates of values clarification have a high regard for

creativity, freedom, and self-realization. They prefer that learners explore their own preferences and make their own choices.

Confusion over values can result in apathy, uncertainty, inconsistency, extreme conformity, or extreme dissension. Values clarification-rs designed to help persons overcome values confusion and become more positive, purposeful, and productive, as well as to have better interpersonal relationships. There are many ways of teaching values clarification. Inculcation is teaching accepted values with the support of common law. Moral development is highlighting moral and ethical principles and applications. Analysis of issues is the examination of situations involving values. Action learning is trying and testing values in real-life situations. Valuing is a method of choosing, prizing, and acting among alternatives.

Louis Raths and his colleagues have outlined the major components in a process of values clarification. They developed various strategies, employing dialogue, writing, questioning, and other activities - for teaching the process of valuing. The value activities are not intended to impart specific values to students, but to probe their thoughts and feelings so that they make choicest

How might the teacher engage students in the clarification of values that have moral overtones (that is, that deal with right and wrong)? Merrill Harmin makes five general recommendations.

1. Speaking up for morality. Teachers sometimes do not express moral indignation, claiming that they should maintain value neutrality. On important issues teachers should voice their concerns or take a stance in front of the class.

2. Stating personal positions. Students should be encouraged to express their position or viewpoint on controversial issues. They should not feet that it is best to avoid stating a personal viewpoint.

3. Explaining rules. Sometimes teachers merely state classroom or school rules without explanation. Giving the reasons for required behavior may help teachers gain respect, trust, and cooperation among students.

4. Speaking forthrightly. There is no reason why teachers cannot be honest with students; indeed, such honesty has positive influence on student behavior. When teachers speak forthrightly for their values, without condemning others who have different values, they advance understanding of their values and respect for free speech and a free press, which our society demands.

5. Increasing moral experience. Sometimes a gap exists between words and deeds. If teachers want people to speak truthfully, be tolerant of others, and keep an open mind, then they must monitor their own behavior to see if they exemplify these

characteristics.

Moral Development: Piaget and Kohlberg

Developmental theories address the change that occurs as a consequence of learning (or failing to learn) appropriate tasks during critical stages of life. The theories emphasize the study of learning and behavior as a totality and thus tend to look at the whole child as he or she grows and develops. They describe various aspects of growth and development, including the biological, psychological, social, cognitive, and moral.

While some self-control of behavior may be seen in the preschool years, researchers agree that not until the child is about 4 years old do moral standards begin to develop at a rapid rate. During the period when the child begins to abandon behavior governed by whatever he or she wants to do at a particular moment, conscience tends to be erratic, largely confined to prohibitions against specific behaviors, and based on external sanctions. Before age 5, morality does not exist for children because they have little or no conception of rules. From about 5 to 6 years, conscience becomes less confined to specific behaviors and begins to incorporate more generalized standards.

Piaget's Theory of Moral Development Piaget's theory was based on techniques of investigation that included conversing with children and asking them questions about moral dilemmas and events in stories. For example, he might ask a child, "Why shouldn't you cheat in a game?" Piaget's observations suggest that from age 5 to 12, children's concept of justice passes from a rigid and inflexible notion of right and wrong, learned from parents, to a sense of equity in moral judgments. Eventually, it takes into account specific situations or circumstances.

As children grow older, they become more flexible and realize that there are exceptions to rules. As they become members of a larger, more varied peer group, rules and moral judgments become less absolute and rigid and more dependent on the needs and desires of the people involved. Wrote Piaget, "For very young children a rule is a sacred reality because it is traditional; for the older ones it depends upon a mutual agreement".

Kohlberg's Theory of Moral Reasoning.

More recently, Lawrence Kohlberg studied the development of children's moral standards and concluded that the way people think about moral issues reflects their culture and their stage of growth- He outlined six developmental stages of moral judgment grouped into three moral levels that correspond roughly to Piaget's three stages of cognitive development.

I. Preconventional level. Children have not yet developed a sense of right or wrong. The level comprises two stages: (I) children do as they are told because they fear punishment, and (2) children realize that certain actions bring rewards.

II. Conventional level. Children are concerned about what other people think of them, and their behavior is largely other directed. The two stages in this level are (3) children seek their parents' approval by being "nice" and (4) children'begin thinking in terms of laws and rules.

III. Postconventional level. Morality is based not only on other people's values, but also on internalized precepts of ethical principles and authority. This level also includes two stages: (5) children view morality in terms of contractual obligations and democratically accepted laws, and (6) children view morality in terms of individual principles of conscience, as well as in terms of a higher being. Unless a reasonable degree of moral development takes place during childhood and adolescence - that is, unless standards of right and wrong are established - the child, and later the adult, is likely to engage in asocial behavior, and/or aggressive behavior,

On the other hand, it the acceptance of others' standards or the internalization of standards and prohibitions is unduly strong, guile may develop in association with a wide variety or actions and thoughts. Ideally, individuals work out an adequate sense of morality and at the same time avoid self-condemnation in the context of the culture

in which they live.

Kohlberg's theory recently has been criticized on the grounds chat moral reasoning does not necessarily conform to development and involves many complex social and psychological factors; that particular moral behaviors are not always associated with the same reasoning (and vice versa); and that his prescriptions are culture-bound and sexist. However, he has made researchers and practitioners aware of moral reasoning and provides a theory, along with Piaget's, to guide teaching. The Role of the Teacher in Moral Education

The process of moral education is cumulative and involves the student's total, environment (home, peer group, media, community, schools). However, teachers can play a role in promoting various aspects of moral education.

There are some general principles that apply to teachers and students and can be integrated into the classroom setting. First, many teachers who loudly proclaim the need for moral education in the schools often want students to adopt their particular moral and ethical beliefs. Teachers must allow students to explore moral issues in the curriculum. They must encourage students to reflect, not to accept dogma; to think and question, not merely to accept "facts" from someone else's interpretation of the world; and to develop rational and appropriate standards of behavior, not to follow standards because they are convenient or socially approved.

Second, there are universal values, which are held across cultures, and particular values, which are specific to certain groups or individuals. Universal values of love, honesty, integrity, trust, justice, kindness, and fairmindedness are easy to agree on. It is the particular values of an ethnic, political, or social group or organization that may cause problems. Such values evoke considerable emotion. They are often used to identify some people as "different". They are used to rationalize behavior. They may be subtle and thought almost unconsciously. The work of the teacher in some schools is to help students recognize their particular values, to consider the consequences of these values, and to become aware of how they conflict with universal values. Obviously, there is some risk and observers may question if this is an appropriate role of the teacher, especially in public, nonsectarian school settings. But in general, the more students move toward universal values, the more they improve their moral attitudes and behaviors.

Third, almost all subjects have moral implications. There is a need for students to grasp the moral significance of what they study in English literature, science, and social science. Almost everyone interprets reality and the meaning of events to serve their own values. Values affect our perceptions of our nation, community, ethnic or religious group, and self. We can justify slavery as our founding fathers did; we can justify nuclear arms as a military necessity; and we can fight wars in the name of destiny, religion, or truth, Students must examine the actions of their nation, community, ethnic or religious group in terms of universal moral values. Moral and

ethical judgment is a selective process that is conceptualized from some point of view, and students must be made to understand that this perspective is the key to their own beliefs and behaviors.

Rather then only emphasizing subject knowledge or pedagogy, we need to pay closer attention to teachers' attitudes and feelings: whit they do in supporting and caring for their students, in the way they reach out and interact with their students, in how they build trust and mutual respect, and in how they engage and encourage their students to grow and become their best possible selves. Exemplary teaching is not confined to a set of goals, or to specific content and skills - it also incorporates values and virtues. Yet since these qualities are oblique and hard to measure variables they are often ignored. Exemplar teachers seriously consider the meaning of their students' lives, as well as their social and personal development. These teachers understand the need for helping and nurturing behaviors.

Of course, practices or behaviors regarded as exemplary from one perspective or by one person may not be regarded as exemplary in another case. Thus, researchers need to be clear on how they define exemplary and deal with obscure concepts of morality. Good teaching is not easily defined, so why should metaphors such as "exemplary teachers" be easier?

When we are invited to analyze what teaching is about, we need to enter into the world of personal encoders and face-to-face relationships. Maxine Greene uses a variety of words to describe such classroom interaction: "engagements with persons", the interplay of "passions" and "imagination", and cultivation of an "expanding community" among diverse people young and old (inciting students who suffer from poverty, ignorance, and boredom). To open up our teaching experiences to these humanistic or existential possibilities is to extend and deepen our concept of what teaching is about.

Guidelines for Teaching Moral Education

Teachers can influence their students' moral thought and judgment in class by discussing admirable character traits and role models, permitting group discussions of value-laden issues, and insisting that students obey legitimate authority and rules of behaviour such as getting to class on time, paying attention and applying themselves in class, doing homework, and so forth. Students must understand that they alone are responsible for their own thoughts and actions and as they get older are held increasingly responsible for their behaviour. In a classroom and school environment where scents are permitted to express their inner feelings, make choices, and develop creative and critic skills of thinking, moral dimensions of learning can exist.

What practical strategies can teachers use to promote moral education? The strategies listed below fall into three categories: teacher actions that set the stage for learning; general cognitive strategies; and specific cognitive strategies. The cognitive strategies or latter two categories combine critical thinking skills and moral reasoning skills.

I. Teacher actions:

1. Trying to establish a clear understanding of what morality is

2. Focusing on the group (the school, classroom) in initial discussions before

proceeding to individual students

3 Involving all students in making rules and enforcing them

4 Speaking up as an advocate of justice, reason, and enlightenment in the classroom and in scliool meetings

5_ Assuring that advocacy does not become a form of indoctrination of self-assertiveness

II. General cognitive strategies

6. Avoiding oversimplification of moral issues

7. Developing one's moral perspective

8. Clarifying moral issues and claims

9. Clarifying moral ideas

10. Developing criteria for moral evaluation

11. Evaluating moral authorities

12. Raising and pursuing root moral questions

13. Evaluating moral arguments

14. Generating and assessing solutions to moral problems

15. Identifying and clarifying moral points of view

16. Engaging in Socratic discussion on moral issues

17. Practicing dialogical thinking on moral issues

18. Practicing dialectical thinking on moral issues

III. Specific cognitive strategies

19. Distinguishing facts from moral principles, values, and ideals

20. Using critical vocabulary in discussing moral issues

21. Distinguishing moral principles or ideas

22. Examining moral assumptions

23. Distinguishing morally relevant from morally irrelevant facts

24. Making plausible moral inferences

25. Supplying evidence for a moral conclusion

26. Recognizing moral contradictions

27. Exploring moral implications and consequences

28. Refining moral generalizations

ASSIGNMENTS TO THE TEXT:

VARIANTI

1. Answer the questions: What are the differences between moral knowledge, moral character, and moral development? Should teachers be expected to teach moral education? If so, whose morals?

2. Agree or disagree: Moral knowledge can be acquired through academic content, but moral character takes many years to develop and reflects the whole person.

3- Things to do: Some observers argue that Piaget and Kohlberg ignored women in developing their moral theories. What books would you include in the curriculum to ensure the voice of women in moral education?

VARIANT II

1. Answer the questions: Are you aware that younger and older students respond to moral issues differently and do you teach accordingly? Do you discuss the principles that underlie ciassroom or school rules, the need for student responsibility, and the-rights of individuals and groups?

2. Agree or disagree: The teacher is viewed as a moral exemplar, and the role of the teacher is viewed as a moral educator who should be able to teach certain universal values.

3. Things to do: Some observers argue that Piaget and Kohlberg ignored women in developing their moral theories. What books would you include in the curriculum to ensure the voice of women in moral education?

VARIANT III

1. Answer the questions: Do you integrate various moral issues (dilemmas) in your subject? Do you ask students "Why?" "How would you have acted?" "What choice would you have made?" Do you encourage students to listen to each other, to respect each others' opinions?

2. Agree or disagree: Whereas Viaget concludes there are three stages of moral development, Kohlberg adds to our knowledge of moral thinking by specifying six stages grouped into three moral levels to describe the way people think about moral issues. Both Piaget and Kohlberg view moral development as a socialization process that can be shaped, in part, by the schools and society.

VARIANTIV

1. Answer the questions: Do you encourage open discussions and diverse views? What are the differences between moral knowledge, moral character, and moral development?

2. Agree or disagree: Moral knowledge can be acquired through academic content, but moral character takes many years to develop and reflects the whole person.

VARIANT V

1. Answer the questions: Do you encourage students to listen to each other, to respect each others' opinions? Do you encourage open discussions and diverse views?

2. Agree or disagree: The teacher is viewed as a moral exemplar, and the role of the teacher is viewed as a moral educator who should be able to teach certain universal values.

2 fhings to do: Some observers argue that Piaget and Kohlberg ignored women in developing their moral theories. What books would you include in the curriculum to ensure the voice of women in moral education?

VARIANT VI j Answer the questions: Do you discuss the principles that underlie classroom or school rules, the need for student responsibility, and the rights of individuals and groups? Do you integrate various moral issues (dilemmas) in your subject? Do you ask students "Why?" "How would you have acted?" "What choice would you have

made?"

3. Things to do: Some observers argue that Piaget and Kohlberg ignored women in developing their moral theories. What books would you include in the curriculum to ensure the voice of women in moral education?

VARIANT VII

1. Answer the questions: Should teachers be expected to teach moral education? If so, whose morals? Are you aware that younger and older students respond to moral issues differently and do you teach accordingly?

2. Agree or disagree: Moral knowledge can be acquired through academic content, but moral character takes many years to develop and reflects the whole person.

VARIANT VIII

1. Answer the questions: What are the differences between moral knowledge, moral character, and moral development? Are you aware that younger and older students respond to moral issues differently and do you teach accordingly?

2. Agree or disagree: The teacher is viewed as a moral exemplar, and the role of the teacher is viewed as a moral educator who should be able to teach certain universal values.

VARIANT IX *. Answer the questions: Do you integrate various moral issues (dilemmas) in your subject? Do you ask students "Why?" "How would you have acted?" "What choice

would you have made?" Should teachers be expected to teach moral education? If so, whose morals?

VARIANTX

1. Answer the questions: Do you encourage students to listen to each other, to respect each others' opinions? Do you discuss the principles that underlie classroom or school rules, the need for student responsibility, and the rights of individuals and groups?

2. Agree or disagree: Moral knowledge can be acquired through academic content, but moral character takes many years to develop and reflects the whole person.

Topic 3: Innovative Technologies in Education Lesson 1

Text A: What is a computer? Grammar: Passive Voice

Exercise 1. Read and translate.

WHAT IS A COMPUTER?

Computers affect your life every day and will continue to do so in the future. New uses for computers and improvements to existing technology are being developed continually.

The first question related to understanding computers and their impact on our lives is, 'What is a computer?' A computer is an electronic device, operating under the control of instructions stored in its own memory unit that can accept data (input), process data arithmetically and logically, produce results (output), and store the results for future use. Most computers also include the capability to communicate by sending and receiving data to other computers and to connect to the Internet. While different definitions of a computer exist, this definition includes a wide range of devices with various capabilities. Often the term computer or computer system is used to describe a collection of devices that function together to process data.

Data is input, processed, output and stored by specific equipment called computer hardware. This equipment consists of input devices, a system unit, output devices, storage devices, and communication devices.

Input devices are used to enter data into a computer. Two common input devices are the keyboard and the mouse. As the data is entered using the keyboard, it is temporarily stored in the computer's memory and displayed on the screen of the monitor. A mouse is a type of pointing device used to select processing options or information displayed on the screen. The mouse is used to move a small symbol that appears on the screen. This symbol, called a mouse pointer or pointer, can be many shapes but is often in the shape of an arrow.

The system unit is a box-like case that contains the electronic circuits that cause the processing of data to occur. The electronic circuits usually are part of or are connected to a main circuit board called the motherboard or system board. The system board includes the central processing unit, memory and other electronic components. The central processing unit (CPU) contains a control unit that executes the instructions that guide the computer through a task and an arithmetic/logic unit (ALU) that performs math and logic operations. The CPU is sometimes referred to as the processor.

Memory also called RAM (Random Access Memory) or main memory, temporarily stores data and program instructions when they are being processed.

Storage devices, sometimes called secondary storage or auxiliary storage devices, store instructions and data when the system unit is not using them. Storage devices often function as an input source when previously stored data is read into memory. A common storage device on personal computers is called a hard disc drive. A hard disc drive contains a high-capacity disc or discs that provide greater storage capacities than floppy discs. A CD-ROM drive uses a low-powered laser light to read data from removable CD-ROMs.

Communication devices enable a computer to connect to other computers. A modem is a communications device used to connect computers over telephone lines. A network interface card is used to connect computers that are relatively close together, such as those in the same building. A group of computers connected together is called a network. i The devices just discussed are only some of the many types of input, output,

storage, and communication devices that can be part of a computer system. A general term for any device connected to the system unit is peripheral device.

Whether small or large, computers can perform four general operations. These four operations are input, process, output, and storage. Together, they comprise the information processing cycle. Each of these four operations can be assisted by a computer's ability to communicate with other computers. Collectively, these operations describe the procedures that a computer performs to process data mto information for immediate use or store it for future use.

All computer processing requires data. Data refers to the raw facts, including numbers, words, images, and sounds, given to a computer during the input operation.

In the processing phase, the computer manipulates and organizes the data to create information. As long as information exists only inside our heads, there is no way for it to be processed by a computer. For computer processing, information must be represented by such concrete symbols as words, numbers, drawings, and sounds. Information refers to data that has been processed into a form that has meaning and is useful. The production of information by processing data on a computer is called information processing. During the output operation, the information that has been created is put into some form, such as' a printed report or an electronic page that people can use. The information also can be stored electronically for future use.

The people who either use the computer directly or use the information it provides are called computer users, end users, or simply users.

Vocabulary

auxiliary - допом1жний, додатковий

capacity - емнють, об'ем

circuit — схема, мшросхема, ланцюг

device -прилад, пристрш ' .'•

hardware - апаратш засоби, апаратура, обладнання; загальне прзначення сукупносп ф1зичних пристрой? комп'ютера або його окремих частин на вщмшу вщ програм або даних

network - комп'ютерна мережа. Призначена для спшьного використання обчислювальних pecypcie, перифершних пристроив, застосувань i даних. Мереж1 класифшуються за географ1чною ознакою (локалып, кампусш, мюыа, регюнальш, глобальш) тополопею, передавальним середовищем, способом комутацп тощо • ~~

pointing device" - координатно-вказ1вний пристрш, позищю вальний пристрш, вказ1вний пристрш, машпулятор; клас перифершних пристрош, який застосовують для перемпцення курсору на екраш монггора

to process f обробляти

storage - зовшшня пам'ять; зовншшш пристрш для зберггання даних; пам'ять (основна). , • .

to store,'⁵'- запам'ятовувати, 36epirara

unit- пристр1й, блок, вузол

Exercise 2. Match words in the text with their definition

1. Improvement A. A^Nmain circuit board

2. Input Bi A control unit together with an arithmetic-logic unit

3. Output С Making things better

4. Processing D. Something that is put into a computer

5. Motherboard E. Work on information used

6. CPU F. Information retrieval

Exercise 3. Continue the following sentences: 1. A computer is an electronic device ...

2. Most computers include the capability to communicate by ...

3. Input devices are used to ...

4. A mouse is a type of...

5. The system board includes the central processing unit...

6. Storage devices often function as ...

7. Communication devices enable a computer to ...

: 8. The computer manipulates and organizes the data to create ...

Exercise 4. Identify whether the following statements are true or false. Use the model: ^:

I)Student A: All computer processing requires data. — Student B: Yes, that is

true.

2)S. A: The arithmetic/logic unit executes the instructions that guide the

computer through a task. - S. B: No, you are wrong. It is the control unit's function. The arithmetic/logic unit performs math and logic operations.

1. Computer is a collection of devices that function together to process data.

2. The system board includes the central processing unit and memory.

3. Main memory permanently stores data and program instructions when they

are being processed.

4. Information processing cycle comprises input, process and output.

5. For computer processing, information is represented in words, numbers, are being processed,

Exercise 5. Convert sentences from Active Voice into Passive Voice

1. He connected his computer to the Internet over telephone lines.

2. We use the mouse to move a cursor on the screen of the monitor.

3. Sometimes we refer to the CPU as the processor.

4. High-capacity discs provide greater storage capacities than floppy discs.

5. Computers can perform four general operations.

Exercise 6. Answer the following questions:

1. What is a computer?

2. What operations can a computer perform?

3. What are the components of a computer?

4. What are two common input devices?

5. What is the function of input devices?

6. What elements does the system board include?

7. What kinds of memory do you know?

8. What are the functions of storage devices?

9. What is called information processing?

10. What is the function of the communication devices?

Exercise 7. Topics for Discussion

Examine your attitude towards computers. Are they based on personal experience? Do you fear or distrust computers, and, if so, why? How do you think people's attitude towards computers might change as computers become more common at home, at school, and on the job?

Topic 3: Innovative Technologies in Education Lesson 2

Text A: Fax

Text Br Telex

Grammar: Moods

Communication: Discussing and speaking on fax and telex.

Exercise 1. Read and discuss the text.

fax"

The word 'fax' comes from the word 'facsimile'. A fax machine will send a duplicate of the message, document, design or photo that is fed into it.

Faxing is a means of telecommunication that has developed very quickly over' the past few years. There are various models of fax machine which connect to a' telephone socket and which work on a system similar to the telephone system.

Charges are measured in telephone units and therefore vary according to the time of day and where the fax is being sent. The advantages of fax include instant reception of documents and documentary evidence of what has been transferred. A document can be relayed from one source to hundreds of other receivers, for example, if the head office of a chain store wants to circulate a memo or report to its branches.

Vocabulary

facsimile - факамше

design - план, проект

means - 3aci6 \ socket - гшздо, паз

charge - цша

to measure — мрхяти

to vary - М1няти, змшювати

evidence — доказ, свщчення

to transfer - передавати

chain store - однотипш магазини одша ф)рми

to circulate — поширювати, передавати

receiver — одержувач

memo - пам'ятна записка . ■

branch - вщщлення, фипя

damaged - пошкоджений

consignment - вантаж, партия товар1в

supplier - постачальник

urgent - термшовий

to replace - за\пняти

delivery — доставка, поставка

airfreight - вантаж

item - кожний окремий предмет (у списку)

Exercise 2. Read and discuss the following faxes.

1. This fax is from Lynk & Co, who received a damaged consignment and were told by their supplier, Mr Causio, to return it.

P. Lynk & Co. Ltd (Head office), Nesson House, Newell Street, Birmingham B3 3EL. Telephone: 021-327 5385 Cables: MENFINCH Birmingham telex: 556241

Fax transmission

Message for: D Causio From: K. Pane

Address: Satex S.pA, Via di Pietra Papa, Date: 24 January 20_ 00167

Fax number: (06) 394 8629

Dear Mr. Causio,

This is an urgent request for a consignment to replace the damaged delivery which we received, and about which you have already been informed.

Please airfreight the follqwing items:

Cat.no. Quantity

PN40 60

AG20 75

L28 100

The damaged consignment will be returned to you on receipt of the replacement.

Yours sincerely,

K. Pane

Chief Buyer

2. This fax is an example of an informal message from a sales representative, who needs something to be done urgently by his Head Office. Notice that the fax is kept brief and clear.

MANSON OFFICE SUPPLIER LIMITED Canal Street, Manchester Ml2 4KQ Fax transmission From: Nick Manson To: Sue Bresson Sue-

I've been in Bournemouth now since yesterday, and our clients seem to be ^most enthusiastic about our new range of notepaper. Can you send some more samples and about twenty more catalogues? Please send them Datapost, then I'll definitely get them tomorrow.

Also, just to let you know I'll be in Norwich on Thursday 18^th and Friday 19^th,

and back at the office on the Monday.

Thanks, and see you next week.

Exercise 3. Complete the dialogue.

A: Where does the word 'fax' come from?

B:............................................

A: What can a fax machine do?

B:..................................

A: When did this means of communication develop?

B:...................................

A: How does it function?

B:..................................

A: And how are charges measured?

B:..................................

A: What are the advantages of fax? B:..................................

Exercise 4. Write two faxes: one -formal, the other- informal. Exercise 5. Read and discuss the text.

TELEX*

Telegrams and cables can be sent at any time and from any post office. This means of communication is available for twenty hours a day, but between sending a message and its arrival there can be short delay. Telex is as direct as using the phone.

The telex is a machine like a typewriter but the difference is that it has a dial on its casting. You can send messages by dialing the receiver's number or by asking the operator at the exchange, to connect you. An answerback code will appear on the teleprinter indicating that the sender is through as soon as the operator has dialed the code. The message is typed and will appear on the receiver's machine.

Besides the advantages of sending a cable, telex is available right in the office, you needn't go to the post office. It offers a direct line with immediate reply.

Layout of telexes

Answerback: 15473 8 RGVSL

Message: CONSIGNMENT LD 1846 ONLY ACCEPTABLE 12

O/OTRADE DISK NOT THE 37 0/0 OFFERED PLEASE CONFIRM Sender's name: DAN ROLLINS

Telecommunicators have developed their own language. It is very similar to English but it has its own vocabulary and its own grammar. A sentence like 'The meeting has been arranged for the Sr October' becomes "MEETING ARRANGED 9th OCTOBER".

Telex charges depend on the time it takes to send the message (like telephoning, but cheaper), so telex operates have developed their own abbreviations.

Abbreviations in telexes:

ABS - absent subscriber,

office closed

ASAP - as soon as possible

BK-I cut off

CFM - please confirm /I confirm

CRV - Do you receive well?

DER-out of order

абонент вщсутнш, офю

зачинений

по можливос-ri CKopime

я выключаюсь шдтверд1ть, будь ласка Ви добре приймаете?

зшсований

DF - you are in communication with Вас з'еднали з абонентом,

the called subscriber

EEE - error

FIN -1 have finished my message(s)

GA - you may transmit / May I

transmit?

INF - subscriber temporarily

unobtainable, call the information

(Enquiry) Service

MNS - minutes

MOM - wait / waiting

NCH - subscriber's number has

been changed

OCC - subscriber is engaged

OK- agreed / do you agree?

P* (or Figure 0) - stop your

transmission

PPR-paper

R - received

Rap -1 shall call you back

RPT - repeat

SVP - please

TAX - What is the charge? /

The charge is ...

TEST MSG - please send

a test message

U-you

W - words

WRU - Who is there?

XXXXX-error

що викликався помилка

я закшчив передачу Ви можете передавати / Я можу передавати? абонентом тимчасово немае зв'язку, дзвонпъ у довщкове бюро

хвилину

почекайте

номер абонента змшений

абонент зайнятий Згоден / Ви згодш? припишть передачу

nanip

прийнято

я вам передзвоню

noBTopiTb

будь ласка

Яка вартють? /

Вартють...

будь ласка, дайте пробну

передачу

Ви

слова

Хто це?

Помилка

Exercise 6. Write these sentences as if you are sending a telex.

1. I'm arriving at 6 p.m.

2. I'm staying in Kyiv for five days.

3. Gould you please arrange a hotel for me from the 5 ^th of April to 10^th.

4. Will you cancel order number 5874 immediately.

5. I will send you a letter of confirmation.

6. Your order number 9846 has not arrived yet.

7. Please send a test message as soon as possible.

Exercise 7. Rewrite this telex as a short letter. Tony Rendell (of Rendell Bros., 15, Newell Street, Birmingham B3 3EL) sent this telex to Max Stewart (of Winford & Co. Ltd, Preston New Road, Blackpool FG 4 4UL): ARRIVING 17.00 TUESDAY 21^st BOOK HOTEL THREE NIGHTS REGARDS RENDELL.

Topic 3: Innovative Technologies in Education Lesson 3

Text 1: History of the Internet. E-mail. Grammar: Subjunctive mood

Exercise 1. Read and translate the text.

HISTORY OF INTERNET. E-MAIL.

The Internet began in 1969 as a network of four computers located at the University of California at Los Angeles, the University at Santa Barbara, the University of Utah, and the Stanford Research Institute. The initial work was funded by an agency of the U.S. Department of Defense called the Advanced Research Projects Agency (ARPA). The first network thus was called ARPANET. In fact, it was not originally Resigned for the public's personal use. The Department of Defense had two major goals for the initial project. The first goal, which was driven by national security concerns, was to develop the hardware and software needed to create a geographically dispersed network that could function even if part of the network was disabled or destroyed. The second goal was to create a way for scientists at different locations to share information and collaborate on military and scientific projects.

Qver the years, the total number of computers connected to the original network has grown steadily and, within the last five years, explosively. Within two years of it creation, more than 20 sites were connected to the Internet. Within 10 years, more than 200 sites, including several European sites, were connected; within 20 years, more than 100,000 sites were linked to the original network. Today, experts estimate more than 19 million computers distribute information over the Internet.

What really caused the Internet's tremendous growth spurt was the invention of something that made the Internet both easy to use and easy to transmit multimedia (graphics, sound, and video). The invention was a software product now known as a

browser. A browser is a software program written specifically to enable users to _aSily navigate the Internet. Before browsers, users had to choose from menus or type a variety of commands to search the Internet.

In 1991, software was developed in Europe that made the Internet easier to use. Tim Berners-Lee, a programmer working at the European Particle Physics Laboratory (CERN) in Geneva, Switzerland, released a program that allowed you to create a document called a Web page that had built-in links to other related documents. These links, called hyperlinks, allowed you to move quickly from one document to another, regardless of whether the documents were located on the same computer or on different computers in different countries. Hypertext is a text or words on a screen that when clicked on causes a predetermined action. This action usually takes the user to another page that has more information concerning the word clicked on. Hypertext has made using the Internet's vast resources much easier to find.

With the invention of hypertext came an entire new group of Internet users and software. This single feature made the Internet easier to use.

With this invention came new users from small kids to senior adults who felt comfortable riding the information super highway. This has forever changed the way average people use the Internet. Today we find people reading magazines, buying products, listening to radio stations, talking to friends, writing messages, playing games, even watching video all through the use of the Internet.

The collection of hyperlinked documents accessible on the Internet has become known as the World Wide Web, or simply the Web. Internet locations that contain hyperlinked documents are called Web sites. Multiple Web sites may be on the same computer. For example, many small companies or individuals can have their Web sites located on a single server operated by an Internet service provider.

Web browser software, also called a Web browser or simply a browser, is a program that interprets and displays Web pages and enables you to link to other Web pages.

Before you can use a Web browser to view pages on the WWW, your computer has to connect to an Internet computer through an Internet access provider. The Internet connection is established by an Internet communication program. Once the connection to the Internet is established, the browser program is started. When the browser program starts, it retrieves and displays a Web page called a home page. A home page is the Web page designated as the page to display each time you launch your browser. Most browsers use the manufacturer's Web page as the default, but you can change your browser's home page at any time.

E-mail, the electronic exchange of messages from one person to another, was one of the original features of the Internet. E-mail enabled scientists and researchers working on government-sponsored projects to communicate with their colleagues at other locations. Today, e-mail is still a widely used Internet feature.

Internet e-mail works essentially the same ale-mail on other system - messages

can be created, sent, forwarded, stored, printed, and deleted. To receive e-mail over

^e internet, you must have a mailbox, which is a file used to collect your messages

^on an Internet computer. Although your mailbox can be located anywhere on the

Internet, it usually is located on the computer that connects you to the Internet, such as the server operated by your Internet service provider (ISP). Most ISPs and online services provide an Internet e-mail program and a mailbox as a standard part of their Internet access services. An Internet mailbox address is a combination of a user name and the domain name that identifies the location of the mailbox computer. Your user name, or user-ID, is a unique combination of characters that identifies you. It must be different from other user names located on the same mailbox computer. A user name sometimes is limited to eight characters and often is a combination of your first and last names, such as the initial of your first name plus your last name.

Vocabulary

to disperse - розкидати; розповсюджувати, поширювати

to disable - забороняти, вщмикати, блокувати

to collaborate - сшвробггничати

to release - випускати (верс1ю продукту)

hyperlink - гшерпосилання, гшерзв'язок: активний (видшений кольором i/або тдкреслений текст, зображення або кнопка на веб-сторшщ (у гшертекстовому документ!), клацання яких (актив1защя гшерпосилання) ви-кликае перехщ на шший сайт, шшо! сторшки або шшо! частини поточно! сторшки

default - (установлений, використовуваний) за промовчанням, значения за промовчанням

Exercise 2. Match the words in the text with their definitions.

1. To navigate A. A person who supplies services.

2. To estimate B. A collection of information for a computer stored under one name.

3. To link С. То join or connect.

4. Provider D. To go by sea, air, etc. from one side or end to the other.

5. File E. To calculate the probable cost of doing a job.

Exercise 3. Identify whether the following sentences are true or false. Use the model:

1) Student A: The invention of e-mail caused the Internet's tremendous growth. - Student B: Yes, that is true. Today it is a widely used Internet feature.

2)S. A; To have your e-mail mailbox you have to get permission from the Internet provider. - S. B: No, that is false! You don't have to get it. All you have to do is to enroll yourself.

1. The first goal of the Internet was to develop the hardware and software needed to create a geographically limited network.

2. Hypertext has made using the Internet's vast resources longer to find.

3. Small companies or individuals cannot have their Web sites located on a single server.

4. To view pages on the WWW, there is no need to connect your computer to an Internet computer through an Internet access provider. Just click the left button of

the mouse.

5. To receive e-mail over the Internet, you must have a mailbox located on the

computer that connects you to the Internet.

Exercise 4. Complete the following sentences using words and expressions

given below.

1. User-ID is a unique combination of characters that... you.

2. The Internet connection is ... by an Internet communication program.

3. You can change your browser's home ... at any time.

4. Today experts estimate more than 19 million computers ... information over

the Internet.

5. E-mail enabled scientists to communicate with their colleagues at other....

6. With the invention of hypertext came an entire new group of Internet users

and....

7. Hypertext is a text or words on a screen that when clicked on ... a

predetermined action.

established software causes page locations distribute identifies

Exercise 5. Open the brackets using the necessary Voice (Active or Passive).

HTML is the simple and powerful language (to use) to describe web pages, and still (to use) as the main interface language to the web. Tim Berners-Lee invented the HyperText Markup Language (HTML) to define the structure of web pages. He never planned HTML to be more than a structure into which a wide range of multi-media documents would (to fit), but it (to design) to present a wide range of content itself. The main structure of modern HTML (to agree) at a meeting at the first WWW Conference held on May 25 1994, including the incorporation of tables, graphics, and mathematics symbols, as would (to expect) for a language then aimed at academic work. Every web page (to write) in HTML, which is text based, so it (to communicate) easily and quickly across the Internet. On most browsers you can view the HTML for any web page you visit.

Exercise 6. Answer the questions.

1. How did the Internet begin?

2. What were two main goals for the initial project?

3.What software was developed in Europe in 1991 by a programmer Tim Berners-Lee?

4. What links are called hyperlinks and what do they allow you to do?

5. How is the collection of hyperlinked documents accessible on the Internet called?

6. How are Internet locations that contain hyperlinked documents called?

7. What is Web browser software?

8. How can you use a Web browser to view pages on the WWW?

9. By what program is the Internet connection established?

10. How is the Web page designated?

11. What is one of the original features of the Internet?

12. How can you receive e-mail over the Internet?

13. What is an Internet mailbox address?

14. What do we call a user-ID?

Exercise 7. Topic for Discussion.

Consider some familiar technological developments such as the automobile, airplane, and the Internet. List the effects of each development on society. Which effects are harmful, which are beneficial, and which are controversial - considered beneficial by some and harmful by others?

Topic 3: Innovative Technologies in Education Lesson 4

Text 1: Multimedia

Communication: speaking on multimedia

Exercise 1. Read the text and translate it.

MULTIMEDIA

Multimedia refers to any computer-based presentation software or application that integrates at least two or more of these elements: text, color, graphics, animation, audio, and video.

Multimedia PCs are designed to present you with information in a variety of media, including text and graphics displays, voice and other digitized audio, photographs, animation, and video clips. Mention multimedia, and many people think of computer video games, multimedia encyclopedias, educational videos, and multimedia home pages on the World Wide Web. However, multimedia systems are widely used in business for training employees, making sales presentations, and other business presentations.

While sound, video and animations are still most important for games and educational software, multimedia technology has begun to suffuse business application as well. Film clips and animations - already a staple in PC-based presentations - are turning up in tutorials and training materials. Shared documents annotated with voice, digitized photographs, or 3-D graphics operate within the company network.

Text is the fundamental component in many multimedia programs. Multimedia applications not only use ordinary text to convey basic information, they also use a variety of textual effects to emphasize and clarify information.

Still graphic images are graphics that contain no movement, such as photographs or drawings. Graphics play an important role in multimedia because people are more visually oriented as ever. Television, movies, and visual magazines, for example, are a key source of information for many.

Animation refers to moving graphic images. It can be used in multimedia applications to convey information more vividly than just text and graphics.

Audio is sound that has been digitized and stored in some form for replay. As

th the animation, integrating audio into a multimedia application allows you to

^W vide information not possible through any other method of communication in

^P mDuter environment. Using audio in a multimedia application to supplement text

and graphics can enhance understanding.

Today more and more multimedia applications integrate video. To use video in multimedia applications, you must digitize it, possibly using digital video production oftware. You can also use digital video production software to edit and add video to multimedia application.

The basic hardware and software requirements of a multimedia computer system depend on whether you wish to create as well as enjoy multimedia computer system presentations. Owners of low-cost multimedia PCs marketed for home uses do not need authoring software or high-powered hardware capabilities in order to enjoy multimedia games and other entertainment and educational multimedia products. These computers are equipped with a CD-ROM drive, stereo speakers, additional memory, a high-performance processor, and other multimedia processing capabilities.

People who want to create their own multimedia productions may have to spend several thousand dollars to put together a high-performance multimedia authoring system. This includes a high-resolution color graphics monitor, sound and video capture boards, a high-performance microprocessor with multimedia capabilities, additional megabytes of memory, and several gigabytes of hard disk capacity. Sound cards and video capture boards are circuit boards that contain digital signal processors and additional megabytes of memory for digital processing of sound and video.

Multimedia applications are used by instructors for classrooms presentations, by marketers in interactive advertisements, and by businesses for job training. Another important use of interactive multimedia is to create simulations, which are computer-based models of real-life situations. Computer simulations can replace costly and sometimes hazardous demonstrations and training in areas such as chemistry, biology, medicine, and flight.

Computer-based training (CBT) is the use of computer-aided instructions to teach specific skills. CBT is used in business and industry, sports, and education for employee and student training. Airlines, for example, use multimedia simulations to train employees for emergency situations. CBT allows flexible, on-the-spot training. Training stations can be set up in corporate training labs or right at employee's workstations, so they can update their job skills without leaving the workplace. Interactive training software called courseware also can be distributed on CD-ROM or shared over a network.

Electronic books are digitized texts that use hyperlinks to give the user instantaneous access to information. These texts contain hotwords that serve as nyperlinks. You can click a hotword to display a definition, play a sound, show a graphic, or play a video sequences. You turn pages of an electronic book by clicking ^c°ns. Another popular type of electronic book includes electronic reference texts,

such as multimedia encyclopedias on CD-ROMs. Like electronic books, multimedia electronic reference texts use text, graphics, sound, animation, and video to explain a topic or provide additional information. The multimedia encyclopedia, for example, Microsoft Encarta, includes the complete text of a multimedia encyclopedia, new articles on history, modern culture, computers, photos, animations, and detailed illustrations.

Interactive multimedia computer games use graphics, sound, and video to create realistic and entertaining game situations. These CD-ROMs often are used to teach children in a fun and appealing way.

Vocabulary

Animation - ашмашя, (комп'ютерна) мультишпкащя//вивщ на екран послщовноеп зображень, як\ дещо в1др1зняються, для створення шюзп руху

authoring software - авторський шструментарш//ПЗ, яке використовують для створення мультимедшних i ппертекстових продуктов та презентаций

simulation - шпащя, моделювання, 1млгацшне моделювання//програмна iMrraujfl поведшки ф1зичного мехашзму, процесу, об'екта або живоУ ютоти

Exercise 2. Match the words in the text with their definitions:

1. Tutorials A. A person who is hired.

2. To convey B. An unexpected and dangerous happening which must be dealt with at once.

3. Emergency C. To make known.

4. Staple D. Educational materials.

5. Employee E. Used all the time, usual.

Exercise 3. Identify whether the following sentences are true or false. Use the model:

1) Student A: Multimedia systems are widely used in business for training employees, making sales presentations, and other business presentations. - Student B: Yes, this is true.

2) S. A: Interactive training software is a built-in computer's feature. — S. B: No, that is false. It is distributed on CD-ROM or may be shared over a network.

1. Owners of low-cost multimedia PCs marketed for home uses need authoring software.

2. Film clips and animations are turning up in tutorials and training materials, j

3. Network servers are usually powerful microcomputers that coordinate telecommunications and resource sharing in small local area networks, and Internet and intranet Web sites.

4. Most microcomputers are handheld computers.

5. High-performance multimedia authoring system includes only a high-/ resolution color graphics monitor and a high-performance microprocessor.

Exercise 4. Complete the following sentences using words and expressions

given below:

1. Multimedia applications are used by instructors for classrooms ....

2. Training stations can be set up in corporate training ... or right at employee's

workstations.

3. A popular type of electronic book is... electronic texts.

4. Audio is sound that has been digitized and stored in some form for ....

5. Sound ... and video capture ...are circuit boards that contain ... signal processors.

boards presentations labs replay digital reference cards

Exercise 5. Answer the questions.

1. To what software does multimedia refer to?

2. What do multimedia PCs are designed for?

3. What is the fundamental component in many multimedia programs?

4. What are still graphic images?

5. What does animation refer to?

6. What is audio?

7. Do multimedia applications integrate video?

8. What are the basic hardware and software requirements of a multimedia computer system?

9. What is called multimedia-authoring system? 10.What can multimedia authoring system include?

STUDENTS' INDIVIDUAL WORK

Topic 3, Lesson 1

Exercise 1. Read and translate the following text into Ukrainian. COMPUTING THROUGH THE AGES

From the beginning of history, human hands have formed the basis of decimal number systems. Counting systems are very old, for bones dating from as long ago as 30,000 B.C. have been found with marks on them that suggest a number system. Scientists have also found ancient clay pieces in the Middle East, which may have been a part of a number system based on 10 and 60. If 60 seems strange, think about the system in your watch or clock.

One of the most important ideas in number systems was invented by the Sumerians about 2000 B.C. They developed the idea of place value; that is, a number nas different value depending on its location. The three's in the following are examples: 3; 30; 303.

The value of this concept in calculation is clear if you try to multiply MDCLXII by CCCLXVIII. However, this idea was lost and not used for about 3000 years.

By 600 B.C. the abacus was being used in China. Later, both the Egyptians and Romans used similar devices for calculating. Another important computing device was the mechanical clock, invented about 996A.D. A clock simply calculates time by counting events.

In the XIII century, money lenders and bankers used a very simple computing device, checkered tablecloths, to count coins and to calculate interest on the money that they lent. Today we still write checks to pay bills and get money from the bank.

In 1642 Blaise Pascal designed and built the first computing machine, which had a crank to move its parts. It could only add and subtract, so it multiplied and divided by repeated addition and subtraction. In the 1830's, Charles Babbage designed the Analytical Engine, the true ancestor of the modern computer. This machine was never completed, but it was planned to perform calculation automatically with its calculating unit controlled by punched cards.

Today there are two main types of computers - analogue and digital. Just as a scale interprets physical weight into numbers, an analogue computer interprets mechanical measurements or quantities as numbers. Analogue computers are used in science and engineering and in industrial processes. They are also part of navigational equipment like that used in space vehicles.

Digital computers use numbers or numbers that represent letters. The system is binary; that is, all numbers are represented by a combination of 1 and 0. A digital computer is a kind of fast calculating machine that can sort and compare information as well as analyze and store it for future use.

The recent history of computers has moved quickly with rapid technological advances. The computer is now as common as television in many homes.

Exercise 2. Make a list of computer terms.

text.

Exercise 3. Make up 10 questions to the Exercise 4. Make up a dialogue based on the text.

GRAMMAR REVISION Exercise 5. Summarize your knowledge of Passive Voice (See App. 3)

Exercise 6. Do as in the pattern:

Infinitive

to help

Vresent Indefinite Passive

1 am helped She is helped

Past Indefinite Passive

I was helped They were helped

future Indefinite Passive

I'll be helped You'll be helped

♦ допомагати;

♦ мен1 допомагають;

♦ Meni допомагали;

♦ меш будуть допомагати;

write, to pay, to create, to delay, to spoil, to count, to type, to depend, include, contain, to give, to gain, to save, to understand, to communicate, to express

Exercise 7. Translate the sentences with the verbs in the Passive Voice.

1 In spring small branches were cut from all trees.

2 Sheep, oxen, goats, pigs as well as geese and ducks were bred in his farm.

3 They couldn't get into the office because of the key that was lost.

4 Some profit has been earned and they are going to increase production of goods and to render some new services.

5 The delivery was confirmed by this letter.

6.At first sight it seems plain, however, the more you read, the more some implications are left.

7 The idea of a new market for these goods was clearly stressed in the letter. 8.The partnership agreement was signed two years ago.

Exercise 8. Open the brackets inserting verbs in Present, Past or Future Indefinite in the Passive Voice.

l.The corporation (to set up) ten years ago. It has limited liability and pays double

or corporate taxes.

2.The wages (to account for) the work done in advance.

З.Гп small business, as a rule, all areas of the business (to manage) by the owner

and the members of his family.

4.As far as I know this business (to tax) as personal income.

5.Next month stocks and bonds (to sell) by them.

Exercise 9. Say the sentences using the verbs in simple or continuous tenses passive.

Consumer... in high quality goods not just low prices, (interest)

His car... at the garage now. (service)

They all... in T-shirts and jeans, (dress)

A series of lectures on Einstein's theories ... by Professor Blair today, (give)

Fires in the home ... by faulty electrical equipment, (cause)

A fax ... from Korea now. (expect)

The exhibition ..., very well, (organize)

in those days most of the houses ... of wood, and easily ... by fire, (build / destroy)

The President's advisors ... in a battle for power, (engage)

Billy ... to hospital with several burns, (take)

North American trees ... by acid rain, (damage)

borne roads may be icy and motorists ... to drive with caution, (advise)

^He... first prize in the National Poetry Competition, (award)

Exercise 10. Use the correct variant. ' ^Pineapples... in Hawaii. ^a-> are growing b) is grown c) are grown d) grew

2.The building ... recently and looks impressive.

a) has been repaired b) is repaired c) was repaired d) repaired

3. She came back to town where she ...

a) has born b) will be born c) is born d) was born

4. Stamps ... in 1840 in Great Britain.

a) are introducing b) were introduced c) have been introduced d) introduced

5. They said that the new school... in that area.

a) is being built b) will be built c) builds d) would be built

6. She ... a box of chocolates for her birthday last week.

a) was given b) will be given c)gave d) is given

7. Usually breakfast here ... at 8 o'clock.

a) are served b) is served c) has been served d) serves

8. If I... this job, I'll be very much satisfied.

a) will be given b) am given c) will give d) am being given

9.1 can't say anything because my words ... against me.

a) will use b) are being used c) will be used d) are using

10. Many new houses ... in our city now.

a) were built b) are built c) have been built d) are being built

11. This camera ... in Japan.

a) will be making b) is made c) made d) are made

12. His letter... as soon as the manager finds out the necessary information, a) will be answered b) is answered c) has been answered d) will answer

13. Our trip ... because of bad weather last week-end.

a) had been finished b) was finished c) will be finished d) is finished

14. This portrait... by a talented painter last year.

a) is painted b) was painted c) has been painted d) has painted

15.The book ... by students now.

a) is discussed,b) was discussed c) is being discussed d) has been discussed

16. A new dress ... for my sister tomorrow.

a) will be bought b) is bought c) will buy d) was bought

17. The room ... by my brother now.

a) is cleaned b) was cleaned c) has been cleaned d) is being cleaned 18.The bill... to your room in an hour, a) is sent b) will be sent c) will send d) has been seat.

19. The telegram to his office ... now. a) is being sent b) was being sent c) has been sent d) is sending

20. A little present... to each of the guests yesterday, a) has been given b) gave c) is being given d) was given

STUDENTS' INDIVIDUAL WORK Topic 3, Lesson 2

Exercise 1. Write your own fax.

Exercise 2. Speak on telex.

GRAMMAR REVISION Exercise 3. Summarize your knowledge of Moods (App.4)

Group I

Present Subjunctive

Past

Sub к

to be

Ibc Hcbc She be It be We be You be They be

I were He were She were It were We were You w They were

I have (work) He have (work) She have (work) II have (work) We have (work) You have (work) They have (work)

1 had (worked) He had (worked) She had (worke had (worked) We had (worked) You had (worke< They had (worked)

to have, to work

Exercise 4. Translate into Ukrainian paying attention to the use of the first group of the Subjunctive Mood

1. It is necessary that she take measures without any delay.

2. If only I knew about this news in time!

3. It is desirable that the director take part in this discussion.

4. The manager orders that the goods be sent immediately. 5.1 wish they worked in our company.

6. The partners demanded that we submit the documents today.

7. We suggested that Scarlet write a letter of condolence to our supplier.

8. If he break the clause of our contract, he will be fined.

9. If she were in your place, she would help us.

10. If I saw him tomorrow, I should give him an invitation card.

11. Betty speaks about it as if she wrote that letter in reply to an advertisement.

12. We wish you mentioned the acquaintance who told you that there be a vacancy in our firm.

13. It is necessary that he make all the 14.1 wish we received letters more often. 15. She writes a reference for Mr. Twin as if he were a personal close friend.

you that there might arrangements by telephone.

^__Should + Indefinite Infinitive

I should work He

^She should work

We should work ^Y°u should work ^У should work

Group II

Should+ Perfect Infinitive

I should have worked

She should have worked

We should have worked

You should have worked

They should have worked

Exercise 5. Translate into Ukrainian paying attention to the use of the second group of the Subjunctive Mood.

Lit is desirable that everything should be ready for his forthcoming visit to London.

2. It is strange that they shouldn't have reserved the rooms needed in advance.

3. The director demanded that the papers confirming his orders should be submitted without any delay.

4. We suggested that they should deliver the mentioned goods immediately on receipt of a letter of credit.

5. We are sorry that you should have ordered the goods that are out of stock.

6. We are sorry (we regret) that you should order the goods that are no longer available.

7. If he should call today, we'll tell him about further dealings between our two firms.

8. If you should meet Mr. Matthew, you should accept his offer on those terms.

9. Why should I do that? I can offer our customer a substitute which is of similar quality to the goods ordered.

10.1 have no idea why our guest should have left so unexpectedly.

11 .It is important that such mistakes should not occur in our day-to-day business.

12.How should he know about a misunderstanding concerning the goods to

be supplied?

13.lt is necessary that all the employees of our firm should show great

consideration for our customers.

14.We are sorry that one of the customers should have written an angry

letter of complaint.

15.She was surprised that they should have confirmed the offer of a position

of Sales Manager in the company.

16.Mrs. Canning ordered that a telex message should be sent for faster

actions.'

Group III

Should (would) + Indefinite Infinitive

Should (would) + Perfect Infinitive

I should work

She would work

We should work

You would work

They would work

I should have worked Ik-She would have worked И

We should have worked You would have worked They would have worked

Exercise 6. Translate into Ukrainian paying attention to the use of the third group of the Subjunctive Mood.

1. If he called me tomorrow, I should ask him about debts of the company.

2. If he had called me yesterday, I should have asked him aboiit debts.

3. If they had been here two days ago, you would have asked them about the

delivery.

4 if the letter of condolence were written by Mrs. Newman tomorrow

morning, it would be sent off immediately.

5 If the letter had been typed by his arrival, we should have sent it off at 10 o'clock. Now it is 19.00 pm. It is not yet typed.

Adverbial Clauses of Condition Type I (Real Condition - реальна умова) If he buyes the goods, we shall supply them to him today.

Tvpe //(Unreal Condition A - малоймов1рна умова) If you came tomorrow, they would try to accommodate you. Type ///(Unreal Condition В - нереальна умова)

If you had written a letter in advance, we should have accommodated you. Now it's too late. Accommodation isn't available, we are booked up for May. Remember! Conditional sentences:

I If he hurries, he will catch the bus.

П If he hurried, he would catch the bus.

Ш If he had hurried, he would have caught the bus.

Exercise 7. Translate into Ukrainian paying attention to the use of different types of Conditional sentences.

1. If she has time, she will stay here for a week.

2. If you accept so high prices, they will deliver the goods in time.

3. If he agrees with us, we shall reserve two double rooms on the 3rd floor.

4. Provided (= if) you see him, ask to execute the business plan by Monday.

5. I'll not leave my car parked in the street, if they have any garage.

6. If I were you, I should ask about the charge first.

7. If he saw us tomorrow, he would tell about performing the experiment.

8. If it were my option, I should be responsible for what may happen.

9. If it were his letter of complaint, he would explain his complaint clearly.

10. If you agreed to pay extra costs invoiced, they would deliver a collection of various sizes to each store.

И. If they were asked to reduce costs for packing and insurance they would

never agree to do that.

12. If she had skills of handling complaints, she would have worked for our

company. (She was fired.)

13. If it had rained the day before yesterday, we should have stayed in the office.

14. I should have done this work in time if only I had received the goods ordered.

15. If you had not told me about the insufficiently trained personnel of this company, I should have noticed it all the same.

lo.If Mr. Grand had read a memo from Mrs. Wilson, he would have understood the problem deeper. (Mr. Grand didn't read it.)

17. We shouldn't have been able to copy with this problem, unless a little but useful help from the bank manager.

18. Mark should not have been moved to another section of the firm, if he had performed his functions better in his previous job.

19. In the past he would have been occupied in supervising the activity of such firms, if he hadn't been promoted to the post of Executive Director.

Exercise 8. Put the following sentences in the Past according to the model.

M о d e 1: If he left at twelve, he would catch the train. - If he had left at twelve, he would have caught the train.

1 .If he were attentive, he wouldn't miss the train. 2. She would buy the ticket for a plane if she had money with her. 3. If I received any news about our voyage I should let you know. 4. If I knew the schedule of the trains, I should ring you up.

STUDENTS' INDIVIDUAL WORK

Topic 3, Lesson 3

Exercise 1. Read and discuss the text.

ELECTRONIC MAIL (E-MAIL)

Electronic mail is a means of sending and receiving messages internally, nationally, or internationally.

Subscribers to e-mail need a terminal, such as personal computer, a telephone line, and a modem, which is a device for converting signals to text. Messages appear on the receiver's computer screen. E-mail users can also have access to a mailbox, which they can call from anywhere in the world. They receive a mailbox number and a password for confidentially. Messages can be printed out and kept for reference.

In comparison with telex, e-mail is relatively low in cost, and does not require a trained operator. It is also fast, relatively reliable, and messages can be sent or picked up anywhere in the world, and stored in the mailbox until they are retrieved.

This can be particularly advantageous for users who are communicating across international time zones.

Exercise 2. Read and discuss the following e-mail. Here is an example of one type of message, with the capitals representing data on the Visual Display Unit (VDU) and the italies the messages.

Notice the codes which are the personal numbers of subscribers (e.g. ABC 536), and the prefixes (e.g. 40): which is the number of that computer system. Also the dot (.) before the word SEND (.SEND), which is a command to the computer.

mail

SEND, READ OR SCAN: read

TO: British Shipping Lines 50: (ACL 678)

FROM: Grizzler Shipbrockers Ltd. 80: (HDR 321)

POSTED: 15 -May -96 12..45

SUBJECT: Charter of the MV Orion

MORE: yes

Our clients, Wissarey Grain, are willing to accept the character of the MV Orion at $30 45 P^er ^ton' P'^ease confirm that the vessel will be in Rotterdam ready for loading on 29 June '96. ACTION REQUIRED: reply

TEXT:

Confirmation, the MV Orion will be in Rotterdam loading on 29

June '96, and the charter rate is $30.45 per ton.

SEND

FGH 246 - - SENT

ACTION REQUIRED: delete

END OF MAIL

Exercise 3. Complete the dialogue. A: What do subscribers to e-mail need?

B:............................................

A: What is modem?

B:...........................................

A: Why do e-mail users need a mailbox?

B:..................................................

A: What are the advantages of e-mail in comparison with telex?

B:.......................................................

A: Who is e-mail particularly advantageous for? B:..........................................

Exercise 4. Read and discuss the text.

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