- •Рецензенты:
- •Авторы:
- •1) Коммуникационные компетенции.
- •2) Коммуникативная компетенция владения иностранным языком1.
- •Часть 1
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Read the article and find the information about the changes, which have been introduced in Eton; explain the title of the article. A New Kind of Elite
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2. Read the article; explain the title of the article. America’s Community Colleges: On the Ascent
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1. Read the text and find the facts proving the great influence of educational technologies on the lives of students and teachers. U.S. Students and the Technological Evolution
- •3.1.1. Comprehension Questions
- •3.2. Read the article; explain the title of the article. The Issue of “Choice”
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Read the article. A Freshman at Brown University
- •4.1.1. Notes
- •4.1.2. Key Vocabulary
- •4.2. Read the text and find the facts on the advantages of co-op education. Co-op Education in us Colleges
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2. Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (Focus 3).
- •5.2.3. Give the Russian equivalents for the following words and expressions from the texts (Focus 4).
- •5.3.1. Find the English equivalents in texts (Focus 2) for the following Russian words and phrases.
- •5.3.2. Find English equivalents in texts (Focus 3) for the following Russian words and phrases.
- •5.3.3. Find the English equivalents in the texts (Focus 4) for the following Russian words and phrases.
- •5.4.1. Paraphrase the following, using the key vocabulary of the module (focus 2).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (focus 4).
- •6.1. Render the following text in English. E-learning в помощь
- •6.2. Render the following text in English. Бизнес-образование: прагматики против академиков
- •6.3. Write an essay of 300-350 words on the educational reforms in Russia. Focus on either history of reforms or present-day developments.
- •7.1. Topics for Oral Discussion
- •7.2. Topics for Round Tables
- •7.3. Surf on the Web to find information on the European educational system. To help you we state several addresses to start with.
- •7.4. Education on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Scan the text below and say what its essence is.
- •Infinite editions
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2. Skim the text and find any information on the impact media violence has on children.
- •Violence in Pop Culture
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1. Find the facts proving that the arts in America grow out of American culture. Bringing Art to All Americans
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension Questions
- •3.2. Read the following text. The Return of Beauty
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Introduction. The cinema is an art form that is accessible to most people and it is one that most people enjoy.
- •4.1.1. Answer the questions in the quiz below to find out whether you’re a film buff.
- •4.1.2. Skimming and scanning. Read through the text quickly to find out the answers to the quiz. How many did you get right?
- •4.1.3. Choose the correct title (a-j) for each paragraph of the text (1-7). Not all the headings will be needed.
- •4.1.4. The following events are all stages in the history of the film industry. Read the text again carefully and number them 1-6 according to their historical order.
- •4.1.5. Key Vocabulary
- •4.2. Scan the text below and say what its essence is. Does the Market Produce Bad Art?
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2. Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (Focus 3).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (focus 4).
- •6.1. Render the following text into English. Дитя и волшебство
- •6.2. Sum up the English version of 6.1.
- •6.3. Write an essay of 250 words on your favourite director’s creative work.
- •If you so desire, you may focus on either history of arts or present-day developments.
- •7.1. Discuss the following.
- •7.2. Look into the following statements and prove your own point of view.
- •7.3. Surf on the Web to find information on Hollywood. What kind of sites do they offer? Which do you like most?
- •7.4. Culture on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1.1. Key Vocabulary
- •2.1.2. Comprehension Questions
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension questions
- •3.2. Read the article; explain the title of the article. Scan the text and say what its essence is. Explain the author’s point of view on the problem. A Fading Taboo
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension questions
- •4.1. Read the article. Scan the text below and say what its essence is. Explain the author’s point of view. Where Free’s a Crowd
- •4.1.1. Key Vocabulary
- •4.1.2. Comprehension Questions
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions (Focus 2).
- •5.1.2. Match the words and phrases with their definitions (Focus 3).
- •5.1.3. Match the words and phrases with their definitions (Focus 4).
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (Focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (Focus 4).
- •6.1. Render the following text in English. Современная пресса Автограда
- •6.2. Sum up the English version of 6.1.
- •6.3. Render the following text in English. Проект "Карта российской прессы"
- •6.4 Write an essay of 300 words on advertising in Russia.
- •7.1. Topics for Oral Discussion
- •7.2. Look into the following statements and prove your own point of view.
- •7.3. Surf on the Web to find the information on the history of electronic media. Brief your group mates on your findings.
- •7.4. Mass Media on the Internet
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Scan the text to find facts proving that face-to-face communication is as widespread as ever. Skim the text and sum up the evidence in favour of electronic communication. Keep It Real
- •2.1.1. Notes
- •2.1.2. Key Vocabulary
- •2.1.3. Comprehension Questions
- •2.2. Scan the article to find all definitions of blog. Find the dates important for blogosphere. Skim the text to find out what blogs and blogging are.
- •It’s the links, stupid
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •2.3. Skim the article to find what the wiki principle is.
- •The wiki principle
- •2.3.1. Key Vocabulary
- •2.3.2. Comprehension Questions
- •3.1. Skim the article to define the new way of governing. Scan the text to illustrate the definition by some impressive statistics. A New Way of Governing in the Digital Age
- •3.1.1. Key Vocabulary
- •3.1.2. Comprehension Questions
- •3.2. Skim the text to decide whether it can be really safe in the cyberspace. Scan the dangers described and precautions taken. Staying Safe in Cyberspace
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Skim the text to enumerate all aspects of the digital divide. Read the text to sum up what it is about. Bringing the Digital Divide
- •4.1.1. Key Vocabulary
- •4.1.2. Comprehension Questions
- •4.2. Look through the text to decide why it is headlined ‘Snooping Bosses’. Skim the article to find the percentage of employers who control their employees’ electronic behaviour. Snooping Bosses
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their equivalents (focus 2).
- •5.1.2. Match the words and phrases with their equivalents (focus 3).
- •5.1.3. Match the words and phrases with their equivalents (focus 4).
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (Focus 2).
- •5.4.2. Translate the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Translate the following, using the key vocabulary of the module (focus 4).
- •6.1.1. Интернет будущего: "Чего изволите?"
- •6.1.2. «Всемирная паутина» (www или Web)
- •6.2. Sum up the English versions of 6.1.1 and 6.1.2.
- •6.3. Render the text in English. Понятие информационной безопасности
- •6.4. Write an essay of 300 words on the Internet in modern life.
- •Hatched, Matched and Dispatched
- •The Hard Turn
- •Taming the Wild Web
- •2. Render the following text into English.
- •Двойная игра – двойные ставки Британская система образования
- •Неподражаемый
- •Информационный террор
- •Vocabulary Index
2.1.1. Key Vocabulary
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
declaim v
|
декламировать, читать (стихи); выступать против, осуждать |
Lian sprang on to a table raised a glass and began to declaim a speech. Alcuin declaimed against the evils of thorthumbrian society, as he saw them in a letter to Aethelered and his nobles |
extra-curricular activities |
телесные наказания |
Whipping and beating are corporal punishment |
alumnus n pl alumni |
бывший питомец школы или университета |
Judge David Edward, a Trustee of the Library and an Honorary Professor of the University of Edinburgh, received the University Alumnus of the year award |
scholar n |
ученый; знаток (языка); стипендиат; грамотный человек |
He was a King’s scholar at Eton College. He went as a scholar to University College Oxford in 1872.
|
expulsion n |
изгнание, исключение (из школы, университета) |
The headmaster threatened the boys with expulsion |
mandatory adj |
обязательный, принудительный |
The Council has made it mandatory for all nurses to attend a refresher course every three years. Syn.: compulsory, obligatory |
enforce smth on smb |
навязывать кому-либо что-либо, принуждать, заставлять, оказывать давление |
Firm discipline was enforced on the students.
Rules are enforced rather than principle declared |
2.1.2. Comprehension Questions
How is Eton adapting to modern life?
Is being an Etonian as prestigious nowadays as it used to be?
What famous people are graduates at the school?
What is a visitor to the school stuck by?
What are the responsibilities of teachers in Eton?
Is Eton a single-sex school or a mixed school? What is the role of women in Eton?
What financial aid does the school offer to those, whose parents can’t afford to pay for their education?
What is the main goal of Eton’s authorities?
How can you prove that in spite of all the changes made at the turn of the XX-th century the system of education in Britain is still class-divided and selective?
Do you think a public school like Eton would be popular in your country? What kind of people do you think it might be popular with?
Are you for state or private education? Why? Prove your point of view.
2.2. Read the article; explain the title of the article. America’s Community Colleges: On the Ascent
By Arthur M. Cohen
Across the spectrum that is higher education in the United States, the community college system is of comparatively recent vintage – fundamentally a phenomenon that surfaced, developed and expanded over the course of the past century.
Originally, this two-year program was designed to accommodate the rising number of secondary school graduates who sought to further their education but, for one reason or another – time, funds, family obligations or capability – could not enroll in a standard four-year college or university.
Since those early years, community colleges have expanded their role beyond the two years of pre-baccalaureate study. Today, they prepare people for the workforce and offer a variety of services to local communities. They assist people to grow within their careers. Moreover, they offer basic literacy instruction for people who failed to fully learn rudimentary skills in primary and secondary education, as well as for new immigrants to the United States. Finally, they maintain courses for the personal interest of adults – foresting the spirit of lifelong learning.
Indeed, the general principle underlying community college development has been a belief in individual mobility and achievement – the belief that anyone seeking it should be given the opportunity to learn in order to advance professionally or personally in society, notwithstanding their prior educational accomplishments or their social or economic status. Because community colleges place few barriers to students’ admission, and because their tuition fees are lower that those of four-year colleges and universities, they offer and open access, a readily available opportunity for one and all to find something of value.
By definition, the community college is an institution accredited to award an associate degree as its highest diploma. Typically granted after two years of collegiate-level instruction, it qualifies the recipient to enter a university at the junior, or third year level, or to enter the workforce as a qualified employee in numerous occupational and paraprofessional fields.
Invariably, community college students have diverse goals. One-third of them seek skills and certificates that qualify them for employment. Nearly 20 percent want to upgrade themselves in jobs they already hold, and 10 percent are attending strictly for their general personal interest. An additional one-third want to earn credits that would be transferred to a four-year school towards a bachelor’s degree. This is significant: Few other educational systems around the world allow students to transfer credits readily from one institution to another. Only the U.S. community colleges provide pre-baccalaureate education, short-term vocational training, adult education, and job entry and professional upgrading in technology, health professions and other occupations, all under one roof.
Positioned as they are between secondary school and baccalaureate education, the community colleges have developed collaborative ventures with institutions on either side. They attempt to smooth the road toward higher learning for graduates of secondary school lacking requisite funds or skills. They do so by meshing their programs with those of universities so that students taking community college courses can transfer credits without any shortfall, and by helping ensure that secondary school courses will prepare students for college.
Evidence of the success of these efforts abounds, beginning with the rates at which two-year college alumni gain jobs or pass licensing exams, and the rates of transfer to four-year schools. Community college students who transfer to four-year institutions achieve baccalaureate degrees roughly equal to those students who entered those institutions as freshmen.
Most of the colleges are inexorably linked with international education. They enroll students from abroad, sponsor study-abroad programs for American students and conduct overseas study tours. Some maintain international business centers, training programs for local businesses wishing to engage international trade, or contract training with companies based in other countries.
By maintaining open admissions for all who wish to enter, it has become the lungs of the higher education system, expanding when the number of students seeking postsecondary study grows, reducing its enrollments or young people when the numbers decline.
With it all the community college has maintained a unique role as a vital component of postsecondary education in America.
Source: U.S. Society and Values, 2002, June
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