- •Язык профессионального общения:
- •Starter activity
- •Reading one
- •Moral Re-armament: History and Challenges
- •1. Give definitions of the following words and word-combinations, make use of a dictionary. Reproduce the situations they are used in the text.
- •Reading two Britain’s Moral Crisis
- •Starter activity
- •Reading one What Makes People Volunteer
- •Speech activities
- •Reading two
- •Nurse Nicky Nears Her Peak of Fitness
- •Reading one Who Uses Drugs and Why?
- •2. Check and compare your answers with your partner. Language Focus
- •Reading two
- •Europe: Drugs – Adapting To New Realities
- •Reading three
- •They're toking up for algebra class. Teenagers need incentives to keep it clean
- •Reading four
- •Partnering Against Trafficking
- •Discussion
- •Imagine you are the head of a Charity Fund. Write a report about the charity activities your fund is performing. Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •I. Interrupting People
- •Reading One Status of Women
- •Status of women and girls around the world: facts and figures (provided by the Global Fund for Women)
- •Violence
- •Insert prepositions or particles where necessary.
- •Reading two Schoolbooks and the female stereotype
- •Reading One The Qualities to Look for in a Wife
- •Reading two What’s wrong with marrying for Love
- •Reading three
- •I’m your Equal, Partner!
- •Is your relationship out of balance? Scared to stick up for yourself? It's time for a change
- •Imagine you are having a row with your male partner/husband. Work in pairs and try to make it up with the help of the Five r’s.
- •Reading One Careers and Marriage
- •1. Explain the meaning of the word combinations used in the text:
- •3. What practical tips for having a stable and fruitful marriage were given in the text? Discuss them in pairs. Reading two They'll Never Go Home Again
- •1. Answer the questions:
- •Reading three The Frustrated Housewife
- •Insert a preposition or a particle where necessary.
- •Interview several working and staying-at-home mothers about their attitude to the problems raised in the text. Present the findings of your questionnaires in class and analyse the results together.
- •Role-play. Discuss the problem.
- •General Discussion
- •Phrases related to the topic
- •I. Asking for and Giving Opinions
- •2. Use appropriate language from the boxes above to ask for and give opinions in the following situations.
- •2. Explaining and Justifying
- •1. Make the following into statements explaining and justifying using the language from the box above.
- •2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
- •1. Asking for Clarification
- •2. Giving Clarification
- •1. Make the following into questions and statements asking for and giving clarification.
- •2. Ask for and give clarification in the following situations.
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Reading one Censorship Debate
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two bbc Chiefs Order Tough Curb on tv Sex and Violence
- •Reading three
- •Is Film Censorship Necessary?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading four Censorship – What and by Whom?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two
- •Public Concerns
- •Did he follow this pattern? ________
- •Reading three Paying the Price for News
- •Functional vocabulary
- •Phrases related to the topic
- •The power of the media Speech Functions Bank
- •I. Expressing Preferences
- •II. Talking about likes and Interests.
- •Starter activity
- •Reading one Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002 Language focus
- •A Whitehall checklist;
- •Speech activities
- •Reading two Slimmed-down School Curriculum Aims to Free Quarter of Timetable for Pupils Aged 11 to 14
- •Reading three High-Stakes Games
- •Reading four
- •5 Times More Florida Kids to Repeat Third Grade State's New Policy Links Promotion to Reading Test Scores
- •Reading one Why Parents Choose to Opt out of State System
- •In the following sentences use the right particle with the verb to put:
- •Reading two
- •Reading three The City – as- School
- •Imagine that a friend of yours is considering sending his/her child to a non-government school (institute) you are working in. Write a letter either encouraging or discouraging him/her.
- •Reading one Survey Results Detail What Top Entry Level Employers Want Most
- •Reading two Employers Still Prefer Traditional Degrees Over Online Learning, Study Finds
- •Insert prepositions or particles where necessary.
- •In groups of 3 or 4 prepare and stage a debate on the prospects of online learning. For more ideas read the supplementary texts and visit the relevant web sites.
- •Reading three Two in Three Trainee Teachers who Qualify 'Are not up to the Job'
- •Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •1. Asking for More Detailed Information
- •1. Make the following into questions or statements asking for more detailed information using the language in the box above.
- •2. Use appropriate language from the box above to ask for more detailed information in the following situations.
- •2. Making Comparisons
- •1. Make the following into statements of comparison using the language in the box above.
- •2. Use appropriate language from the box above to make statements of comparison about the following.
- •3. Making generalisations
- •2. Use appropriate language from the box above to make generalisations about the following.
Did he follow this pattern? ________
Nowadays:
Graduates
of Universities
Where can someone do an undergraduate degree in journalism?
In England which type of subjects is it perhaps best to have studied at University
What did he study at University?______________________________
How can one do an extra course (ie. after finishing university)?
__________________________________________________________
__________________________________________________________
Who does he say journalists represent?_________________________
Annually how many graduates apply to join this news agency?______
How many are successful?_____________________________________
What determines what a journalist writes about?__________________
Which part of the world does the agency mainly write for?__________
Why?_______________________________________________________
Who owns this agency?______________________________________
Where is it based? __________________________________________
How important does he consider the markets outside Europe?________
What other services are mentioned? ____________________________
What restrictions does a journalist have placed on him?
In what circumstances can he not interview someone? _____________
What would he do if he realizes a given story is likely to stir up problems? ___________________________________________________
Who are the ‘subscribers’? ___________________________________
Why do they want the agency man always to be there? _____________
Listen to the tape once more. Explain the meaning of the following words and phrases in the context in which they are used:
I’ve worked on and off;
I had a rather mixed career;
the particular disciplines required;
representing the fourth estate;
we have guidelines;
laws of libel;
the ruling of this sort of story;
to jeopardize the Reuter man;
get them in bad odour with the government;
to be there through thick and thin .
Reading three Paying the Price for News
The great war photographer, Robert Capa, once said, “If your pictures aren't good enough, you aren't close enough.”
Capa always went close, so close he ended up in pieces all over Vietnam's Red River delta after stepping on a land mine.
We know this because Capa kept snapping away, right up until the explosion.
Every year, hundreds of journalists are killed covering wars, most in their own countries where they fight government and corruption to publish the truth.
Last week in Turkey, thousands gathered to honour journalist Ugur Mumcu, killed while investigating suspected links between drug traffickers, right-wing terrorists and the government. He must have been on to something.
Others die far from home, covering other people's wars like Myles Tiemey of the Associated Press did this month in Sierra Leone, during a firefight that also left Canadian journalist Ian Stewart with a bullet in the head.
Every 10 days, somewhere in the world, a journalist is killed.
Even more frequently, journalists are imprisoned, tortured or “disappeared.”
It's not all dangerous work. Some foreign correspondents don fatigues and venture no farther than behind the palms in the hotel bars where they exchange war stories.
But photographers can't do that. As Capa said, “If there's no picture, there's no story.”
It's a special breed that risks life and limb to get the picture worth a thousand stories. The right image, perfectly captured, can stop wars or start them, save lives, change the world.
Do all war correspondents start with such high-minded intentions? Or are they just adrenalin junkies, folks who must flirt with death in order to feel alive?
Says CNN's Christiane Amanpour, “There are certain people who have to do a certain thing.”
Dan Eldon was one of those people.
Cocky, charming and so-very-talented, he died in 1993, along with fellow Reuters correspondents Hos Maina and Anthony Macharia and AP's Hansi Krauss, all stoned or beaten to death by a mob in the Somalian capital of Mogadishu.
His life and death is recounted by his kid sister, Amy, in the astonishing Dying To Tell The Story, a gripping two-hour documentary.
Eldon, a dual British-American citizen, was only 22, a brilliant talent who left behind not only his eloquent photos of misery and brutality, but 17 dazzling journals brimming with his observations, drawings and odes to his beloved Land Rover, Deziree. There are also miles of videotape of him, always clowning, seducing friend and foe.
“A photographer in danger zones,” he observed, “needs to be a detective, a con man and a master of escape.”
On the day Eldon was supposed to leave Somalia, his bags packed, an American attack helicopter blasted the house of a government official, killing and wounding hundreds.
Eldon couldn't resist the action, that chance for one last shot. When a convoy of journalists set out for the house, he jumped in only to find himself in the middle of outraged citizens out for revenge.
Dying To Tell The Story travels the world to track down the details of his death, pried from war correspondents such as Amanpour, Des Wright, who talks of the smell of death, Carlos Mavrolean, who admits to feeling like a vulture when he zooms in on starvation and suffering, and Dan McCullin, a seasoned vet who fell apart after a Beirut bombing and now paints unsettling Gothic landscapes in England.
Written and directed by Kyra Thompson and executive produced by Dan's mother, Kathy Eldon, Dying To Tell The Story is loaded with horrific images from the hellish places that these and others have covered.
When videographer Mohamed Shaffi recalls filming napalmed children in Eritrea, he cries. Yet others have hunted, haunted looks when they speak. Others still find a way to be as unfeeling as, well, a wide-angle lens.
The one thing they all mention – something all war correspondents remark on when you ask them about their work – is how they can get out.
Whether it's Bosnia or Beirut, when your assignment is over, you're out of there. For the people you cover, however, there's no escape.
But, every once in a while, the correspondents are trapped, too.
Dan Eldon was cornered, right where he wanted to be – and the world is a sadder, more dangerous place for all the work he was not able to complete.
He got in close all right, and Dying To Tell The Story leaves you feeling very close to him.
Antonia Zerbisias. The Sunday Times. 2001 № 4
Language focus
Find words or phrases in the text that have a similar meaning to the following:
to go on filming or making photos;
to make a report (about something);
to unearth something;
a man with adventure-loving nature;
expressive, significant photos;
to magnify, enlarge something;
infernal, awful places;
a worried look;
to be snared (by somebody).
Match the verbs with the nouns to make phrases:
to risk |
suffering |
to cover |
death |
to flirt |
life and limb |
to brim (with) |
wars |
to zoom in (on) |
observations |
Speech activities
Express your opinion on the following points
journalists are a special breed that risks life and limb.
all war correspondents are just adrenaline junkies, who must flirt with death in order to feel alive.
aphotographer in danger zones needs to be a detective, a con man and a master of escape.
“A journalist feels “like a vulture” when he zooms in on starvation and suffering’.
Answer the following questions:
Use your background knowledge and the information from the text and say what scenes can be included into the two-hour documentary “Dying to Tell the Story”.
How far do you agree that being a war correspondent is not just a hellish job but a vocation?
Do you know any investigative reporters or war correspondents in Russia or in Belarus? What is your assessment of their job?
Writing
You want to become a journalist and decide to write a letter of application to a news agency. Include in your letter reasons for wanting the job and also why you think you would make a good journalist.
General Discussion
Censorship: a curse or a blessing.
TV is a drug of choice.
Mass media should be allowed to disclose all aspects of private information regardless of the person’s social status.
All the means are good if journalists want to get an image or news of a private nature.