Приложение

Отметьте, пожалуйста, галочкой нужные варианты.

1. Я считаю, что я, возможно, буду использовать английский язык:

2.

3. Отметьте , пожалуйста, те высказывания, которые считаете верными для себя.

1) Я достаточно легко выражаю свои мысли при устном общении на темы, не связанные с работой или учёбой.

2) Люди, с которыми я разговариваю, в основном понимают, что я хочу сказать.

3) Я в основном понимаю устную иноязычную речь, если речь идёт о знакомых мне темах.

4) Я в основном понимаю устную иноязычную речь вне зависимости от темы.

5) Я могу выяснить необходимую информацию в устном диалоге, в том числе при общении по телефону.

6) Я умею пользоваться иноязычными сайтами для заказа услуги, получения необходимой мне фактической информации.

7) Я не испытываю затруднений при общении на иностранном языке в социальных сетях.

8) Я умею высказать своё мнение в коротком тексте проблемного характера (например, в блоге). Считаю свои тексты связными, убедительными и простыми для восприятия.

9) Я легко нахожу интересующий меня иноязычный сайт в поисковых системах.

10) Думаю, я смогу найти нужную мне информацию по теме доклада или реферата на иноязычном сайте.

11) Я умею читать адаптированные тексты без словаря.

12) Я в основном понимаю неадаптированные тексты большого объёма, при необходимости пользуясь словарём.

13) Я смогу кратко пересказать содержание текста в устной и письменной форме.

14) Я смогу написать резюме своего доклада или статьи.

15) Я смогу подготовить и сделать короткое устное сообщение на любую предложенную мне тему, при условии наличия времени на подготовку.

5.

Как соответствующее указанному мной в Вопросе 3 уровню ____________________

Выше указанного уровня _______________

Ниже указанного уровня _______________

Мне следовало бы повторить весь курс с самого начала _________________

6. В процессе обучения иностранному языку наиболее сложным аспектом (аспектами) я считаю:

7. В процессе использования слов в речи наиболее сложным аспектом (аспектами) я считаю:

8.

9.

отметить) ^[1]

Ф.И.О._________________________________________ Дата тестирования

Материалы для предварительного тестирования студентов кафедры СО по иностранному языку

1. Напишите перевод знакомых слов в третьем столбце таблицы.

__________ 50

2. Напишите, к какой теме каждое из словосочетаний может относиться. Выберите одну тему для каждого словосочетания. Возможные темы:

Изменение климата, Загрязнение атмосферы, Озоновый слой, Альтернативные источники энергии, Вымирающие виды животных, Атомные электростанции, Переработка бытовых отходов. ^{[2] [3]}

3. Заполните пробелы, используя слова, предложенные в рамке, в нужной форме.

Scientific_____________ (1) has shown that the global climate change we have

seen over the last 50 years is very likely the result of human activity. The way we

_________ (2) energy and the way we produce it poses definite threats to the world

we live in. It is vital to_______________ (3) greenhouse gas emissions so that climate

change slows and people have more time to switch to environmentally ____________________

(4) energy generation technologies.

The _______________ (5) and _________________ (6) of more efficient energy

generation technologies is one of the possible strategies for _________________________ (7)

emissions along with the introduction of higher standards of energy___________________ (8)

for electrical appliances, lighting, heating and air conditioning systems, buildings,

cars, etc. Another strategy is using__________________ (9) energy sources with low or

zero emission levels, such as________________ (10)

(20)

4. Напишите краткое резюме текста на русском языке.

(10)

Анкета для преподавателей.

1. В столбце 3 предложенной ниже таблицы отметьте, пожалуйста, галочкой слова, которые Ваши студенты должны знать из курса общего иностранного языка.

2. В столбце 4 отметьте слова, которые могут иметь другое значение в научном тексте и, поэтому, потребуют внимания при обучении профессионально ориентированному языку.

3. В столбце 5 отметьте слова, значения которых Ваши студенты могут угадать верно. Основанием для верной догадки может быть, например, существование заимствованного слова в русском языке или однокоренных слов в пройденном курсе.

4. Укажите, какой учебник общего иностранного, и какого уровня (по системе уровней издательства) Вы использовали при работе с тестируемой группой студентов в прошлом семестре.

5. Обсуждали ли Вы на занятиях общему иностранному языку какие-либо темы, связанные с экологией?

Если да, то какие?

Этапы разработки профессионально ориентированного учебного пособия по иностранному языку

Фрагмент учебного пособия «Мультимедийная презентация. Основные правила и рекомендации по выполнению (на русском и английском языках)»

Presentations in English: development and delivery

2.1. A look at slides design

From Part 1 you already know the rules to play by when preparing a presentation in Russian. Basically all of them can be applied to presentations in the English language.

This part introduces some more ideas for presenting a PR campaign project. The main focus is on planning and structuring the content. This part also concerns some approaches to slides design.

Look at the description of some PowerPoint slides produced by an unskilled presenter. They were supposed to be a visual support for a live oral presentation.

There are 20 slides filled with 12-point text in several bright colours, each having a complicated title and a number of subtitles. No empty space. No visuals.

Is the presentation going to be successful? What would you do to make the slides more effective?

Now compare your advice with the tips below.

Outline a plan of your presentation well before you open the presentation software.

Produce a clear and logical structure.

Stick to one topic per slide.

Use a short clear title for each slide.

Make the text of the slides big and the amount of text small so that everyone is able to read what is on the slide.

Prefer short points to full sentences, where possible.

Use tables, diagrams, graphs and other visuals.

Make sure each of them has a clear title.

While those may seem like common sense, when it comes to practice...

There is a saying:

Advice is like castor oil, easy enough to give but dreadful uneasy to take.

So, to make the tips easier to take and to follow, let us look at some slides design approaches more closely.

It is a good idea to have a plan of what you are going to talk about before diving into PowerPoint. The best presenters often sketch out their ideas and objectives with a pen and paper. It takes time. But it will lead to more clarity. It will also save you time and effort when it comes to creating slides. Two strategies to sketch out your ideas are given below.

A mind map

A mind map is a diagram used to represent ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas. The elements of a mind map are arranged intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas.

Figure 1. A mind map sketching the communication element of the RACE model.

A flowchart

You may use a flowchart to fix you presentation flow step by step. A mind map shows associated ideas, not a process. You can say that it is a static model, whereas a flowchart is dynamic. Look at the flowchart below. It represents the RACE model of a PR campaign. The RACE acronym is a popular way to describe the process of public relations. It means that public relations activity consists of four elements:

Research - What is the problem or situation?

Action (strategy planning) - What is going to be done?

Communication - How the public is going to be told?

Figure 2. A flowchart representing the RACE model

Whatever sketching approach you use, having a rough storyboard will help you simplify your message in your own head. You will have the whole picture in your mind. It is then easier to lay out those ideas in PowerPoint.

2.1.2. Structuring the content

The next step is to design the proper structure of your presentation. Your audience needs to see where you are going. If you have made a flowchart outlining the content, it may seem to you that you have already organized your ideas in a logical fashion. But will it seem so to the audience? Not necessarily. A good presentation is something very much planned, direct and linear. So, you need to check your logic.

You can use one of the following models to organize ideas and information. They are typical and recognizable.

PROBLEM ^ SOLUTION (S)

If you have decided to use this model, first identify the problem. After that suggest a solution(s). Then you will need to describe the actions (possibly in a chronological order) and the expected results. This means that you will need to use the following two models.

ACTION (S) ^ RESULT (S)

Chronological order. This kind of logic can be exemplified by the flowchart below.

NOTE. Each stage is normally represented by a number of slides. Make sure you stick to one topic per slide. Otherwise it will be difficult for the audience to follow you.

You might go from a list of points to detailed discussion of each point one by one. The flowchart below shows what a sequence of slides might look like in this case.

When you make a list, REMEMBER:

Number the points. Use the same structure in all lines. (Notice the use of the imperative structure in both tips)

The RACE model.

The models that have been discussed above can be incorporated into the RACE scheme (figure 2). Although it describes the typical stages of a PR campaign, it can be also used for sequencing the parts of a presentation. The examples below realize the RACE model. In each example there is a task.

EXAMPLE 1.

TASK. Look at the short titles given below. What is the speaker going to talk about in each part?

BACKGROUND INFORMATION

PROBLEM

STRATEGY

TARGET AUDIENCE

MEDIA CHANNELS

EVENTS

BUDGET

EXPECTED RESULTS EFFICIENCY EVALUATIOIN

WARNING. All the BACKGROUND facts and figures should be relevant to the problem your campaign is intended to solve.

EXAMPLE 2. TASK. Look at the list of slides. The author forgot to cover two essential components of his campaign plan. What are the missing slides? ^[4]

Many presenters find it challenging to make short catchy titles and notes. It takes time and effort to learn to do so. To produce simple clear notes that would show your ideas to their best, follow the steps given below.

1. Write down the main points.

2. Decide on the order of ideas.

3. Extend the points so that there are full sentences or even paragraphs explaining the method in detail. Imagine you are writing an article.

4. Shorten the paragraphs. Turn them into short sentences in the SUBJECT-VERB- OBJECT structure. Have one sentence per slide. Use verbs in active tense (never use the passive voice in a presentation).

5. Avoid using long complicated words: replace them with shorter synonyms.

6. Look at the slides again. Can you see the main focus of each part by reading only the titles?

7. Read the notes aloud. Do they sound in a memorable way? For instance, phrases with a rhythm and alliterated phrases are better remembered.

8. Make the title slide (the first one).

9. Now try out how the slides work. Talk about each slide without looking at the text you wrote at stage 2.

10. Finally, for the presentation, write the text the way you speak about the slides. Remember, writing and speaking are different registers and should differ in style.

SAMPLES STUDY.

Look at the following samples. The slides come from three different presentations. What is wrong with the slides apart from grammar mistakes? What would you do to improve the slides?

Sample analysis answers

Slide 1. 1. The title has long words. It is not instantly obvious what the speaker is going to talk about. The strategy? The message? The tactics? 2. There is a passive structure in the first and the second points. 3. The calendar goes before the actions. It could be put on a separate slide after this one. 4. What is the fourth point? Is it an objective? Is it an action? This point is long and unclear. The structure is too complicated.

Slide 2. 1. The words “the main aim of my PR campaign” are repeated in the text. 2. The second half of the sentence about giving people certain rights is inappropriate here. 3. This is rather strange to see a list that contains only one point.

Slide 3. 1. How many words “of” are there? 2. A slide stating the aim should have one word in the title, which is “AIM”. 3. Do we really need that picture on the slide?

2.2. The language of presentations

In Part 2.1. we looked at the basics of slides design. This part offers a range of expressions which will enable you to comment on the slides with directness, clarity and naturalness. Developing presentation skills means learning to choose the most appropriate words and phrases that communicate your ideas in the most effective and persuasive way. A good presenter is supposed to be able to support his point with relevant arguments and facts, to explain the pluses and minuses of a suggested solution, to outline the outcomes of an action. He or she is also expected to describe and interpret diagrams, attract the listeners’ attention to certain facts, to move smoothly from one part to another. All these abilities are based, in the first place, on the knowledge of key expressions which convey certain stereotyped meanings and intentions (or language functions).

The key expressions given here are divided into groups according to their function. Wherever it appears essential, there are some short notes and examples to illustrate their use and meaning. Each point begins with a key phrase. Possible options to continue some of them are given in brackets.

2.2.1. Introducing yourself

If you haven’t been introduced to the audience, the first thing you have to do is to introduce yourself, the organization you represent and the topic of your presentation. This information should be on the title slide. Good morning (afternoon), ladies and gentlemen. (a formal greeting)

I’m.......

I’ll be talking about...

2.2.1. Presenting the agenda

You can see from this slide that I’m going to cover three points.

I’ve put the plan of the presentation on this slide.

At the beginning of the presentation I’ll...

First, I’m going to outline the problem...

Second, I’d like to ...

I’m going to begin with...

Then I’ll move to ...

The next thing to discuss is ...

I’ll also go over (the strategy of) .

Then I’d like to explain .

Next, I’ll consider .

I will also talk about .

Finally, .

2.2.2. Changing slides

On the next slide you can see ...

This slide shows...

Here is the next slide. It shows.

Let’s look at this slide.

Now let me show you ..

Let’s move on and discuss..

Shall we now turn to.....

Now, we ’ll move on to ...

I’d now like to change direction and talk about...

Now let’s focus on ...

I have explained ... Now let’s talk about..

Let’s look at.., which is (are) on the following slide.

The slide summarizes (the strategy).

2.2.3. Introducing the research results

According to the research results .

The research shows that .

The survey has shown that .

Let me comment on the figures.

To prove the point I’m going to show you these figures..

2.2.4. Explaining the visuals

This graph/flowchart/pie chart/ shows that .

Here is a table that illustrates what I’m saying.

This slide contains all the statistics.

The pie chart presents the results of .. As you can see, ..

From this table you can see that .

The vertical axis shows .

The horizontal axis shows.

The diagram offers an explanation of how . (acid rain is formed).

Now let’s look at the phrases to describe trends shown by graphs.

has risen/increased

(sharply/steadily/sufficiently/dramatically/slightly).

There has been a/an (slight/sharp/steady/sufficient) increase/rise

........ has gone up to ... (number).

... rose over the period from ... to ....

This graph shows an increase in (the number of dog owners).

... has fallen/dropped/decreased/reduced

(sharply/steaddy/gradually/sufficiently/ dramatically/ slightly).

There has been a decrease/drop/fall in.............

... has gone down to ... (number).

... decreased over the period from ... to ... (over the following months).

We can see a significant drop in (the number of dog owners).

To sum up, the research results reveal that.......................... (give a conclusion)

From what we have seen, the main conclusion is............................

The analysis of the situation shows that.........................

The information I’ve gathered proves that...........................

2.2.7. Connecting the cause and result

... is due to ....

.................. The main cause for this is ...

............ has resulted in......................

............ As the result of this, ....................

............ leads to..............

............ As a result, ..................

To sound more sophisticated, you may speculate about the probability of the results.

............ is bound to lead to ... (99,9999 %)

............ is highly likely to lead to................ (~ 90%)

............ is likely to lead to................... (~ 80%)

............ may/might result in................. (~ 50%)

............ the actions should have the following positive outcomes.

............ the projected results are on this slide.

2.2.8. Identifying the problem(s) and suggesting the solution(s)

There are several problems. The first one is ... Second, ...

The problem is ..

............ (describing the situation) So, the situation is rather disappointing/really serious.

So, what can be done to improve the situation?

Apparently, something has to be done to change the situation/to solve the problem. There are two possible solutions to this problem.

The first solution is.................

As an alternative, we could ..

We could take the following steps...

The following actions could/can bring positive results.

I suggest taking the following steps.....

I suggest that we do the following ...

I have formulated the problem. Now I’ll outline the action points.

To overcome the problem we should.........................

2.2.9. Stating the aim, formulating the objectives

The goals the campaign is aiming to achieve are the following.

Now, I’ll outline the objectives.

The main aim is to ..

This slide sets the objectives.

I’ve formulated three objectives.

First, ................ Second, ................... Last, but not least, ...................

A strategy is how, in concept, an objective is to be achieved, providing guidelines and themes for the overall program. It also defines the ideas, information and messages the public should be made aware of.

As I said before, the main aim is........ Now let’s focus on how we can achieve this.

This slide maps out the strategy of action.

Here are the key messages and themes for our publicity materials.

I’ve outlined the basic concept of the progamme on this slide.

2.2.11. Outlining the tactics

As you know, tactics is a list of concrete measures or steps to put the strategy into operation. It shapes out, for example, how the key publics will be reached.

Now I’m going to talk about what the programme includes ...

Now, look at the activities plan.

As you see from this slide I’ve scheduled the following activities.

I suggest that we begin with ... Then we should ... Next ...

2.2.12. Identifying the target audience

Here are the groups of public we need to reach.

I’ve put the key publics on the slide.

2.2.13. Suggesting the communication channels

I’ve listed the communication channels to reach the audience.

I suggest using the following channels.

2.2.14. Talking about the pluses and minuses

The pluses of........ are.............

The advantages are......

As well as pros, there are some cons.

There are certain minuses .

The main disadvantage is......

The key advantage is ..

The minuses are obvious.

There are several points on both sides.

On the one hand ... On the other hand ...

2.2.15. Welcoming questions and comments

I have covered the points I needed to present today.

We have time for a few questions.

Are there any questions or comments?

I would be glad to answer any questions you might have.

2.2.16. Saying thank you

I’d like to thank you all for your attention.

Thank you for listening

Фрагмент из учебного пособия “Thin к Ecologically: Textboo к for PR Stu d ents”

PR sample. Public Service Announcements.

1. Read the following radio announcements. They are a part of a national PR campaign launched by EPA (USA). Read the three announcements quickly. What is the goal of the campaign?

Read the information in INFO BOX

2. In pairs act out one of the announcements.

3. Answer the questions below.

1. What is the objective of the announcements? Choose from the list below.

> to inform;

> to warn people not to do something;

> to urge people to do something.

2. Who is the target audience?

3. In your opinion, which announcement sounds the most appealing?

4. Which announcement sounds the most informative?

5. Which one, do you think is the most effective? Why?

4. In groups discuss the announcements and choose the best one. ^{[5] [6]}

SOUND EFFECTS: schoolyard sounds

MOM: If you’re done with that cola, how about we throw away the can?

CHILD: Not here mom, let’s look for recycling on our way home.

MOM: OK. What are we looking for?

CHILD: A bin with a circle of arrows on it. We learned about it in school today. When you recycle a can, the aluminum gets melted down and makes more cans. MOM: You’re my best teacher!

CHILD: Look mom... the circle of arrows! That’s a recycling bin!

CHILD: Happy Earth Day mom!

ANNOUNCER: Recycling conserves natural resources.

To learn more about recycling, visit www.epa.gov.

b) "This is Our Neighborhood. Recycle" EPA; Presented by Shauntay Hinton, Miss USA 2002.

SHAUNTAY: Hi. This is Shauntay Hinton. Do you have 30 seconds to talk about how we can help our community? Did you know that the average person throws away more than four pounds of garbage a day? That’s a phone book every day. When I heard that, I said - I’m gonna recycle everything I can. I mean, recycling one ton of paper saves about 20 trees. The energy saved from each recycled aluminum can will run a TV for three hours. I recycle and I’m asking you to do the same. ANNOUNCER: For more information on recycling, contact the US Environmental Protection Agency.

SHAUNTAY: This is our neighborhood. Recycle.

c) EPA - RECYCLE - RADIO: Mighty Clouds of Joy/ "I Wanna Thank You" (30 sec)

MUSIC: "I Wanna Thank You"

JOE: Hi. This is Joe Ligon with my good friend Richard from the Mighty Clouds of Joy. Let's talk about something important. Recycling.

RICHARD: Did you know the average person throws away four pounds of garbage a day? Problem is, it's not all garbage.

JOE: When we heard that, we decided to recycle everything we can. Glass bottles, aluminum cans, paper.

RICHARD: In fact, recycling one ton of paper saves 20 trees. And we've got something to say to everybody who recycles.

MUSIC: Chorus from "I Wanna Thank You"

ANNOUNCER: For more information on recycling, contact the US Environmental Protection Agency.

JOE/RICHARD: This is our neighborhood. Recycle.

5. Your teacher will give you a picture. Your task will be to create a public announcement to place in the Internet.

The text of the announcement should include:

> background information on the issue

> what you ask people to do to help solve the problem

> what will be the environmental and other benefits ^[7]

Ксерокопии слайдов, подготовленных студентами в ходе выполнения

проектного задания

jfaaU tiaiT^uA.

dO- ЧЧО

«breathe deeper!»

Issue: Air pollution.

The problem is very real, because in modern society per family of 4 people account for two, and sometimes even more cars. Therefore more air pollution. And many of us sue very old cars, which throw out a lot of gases into the atmosphere.

Background information:

We want to attract public attention to the problem of air pollution. We believe that cars more pollute the atmosphere than other anthropogenic factors, like a factories, heavy industry and something else .

You might think that we offer you to throw out your car and go by bicycle, for example. NO! It is not right. But although this would not be a bad option! We encourage you to use environmentally suitable cars. They’re not so little! Only much older models are smoke air. Let us think about your health and the health of our future generations!

Задания, направленные на поэтапное обучение написанию пресс-релиза

и информационных материалов

1. READING AND SPEAKING.

Have you ever seen this label? Where? What does it mean?

Now read about ENERGY STAR. Answer the questions below.

1. Who introduced the ENERGY STAR program?

2. Discuss how this program tries to solve the problem of air pollution.

3. Given a choice, would you prefer to buy a product with this label? Why?

EPA introduced the Energy Star program in 1992 as a voluntary market-based partnership to reduce greenhouse gas emissions. Today the program offers businesses and consumers energy-efficient solutions to save energy, money and helps protect the environment.

Energy Star was created by the federal government to recognize energy-efficient products. It's most widely known for the Energy Star label given to dishwashers and other household appliances. But the system has been expanded to include everything from cell-phone chargers to new-home construction.

Results are already adding up. Americans, with the help of ENERGY STAR, saved enough energy in 2006 alone to avoid greenhouse gas emissions equivalent to those from 25 million cars — all while saving $14 billion on their electricity bills.

For the Home

ENERGY STAR helps you make the energy efficient choice.

If looking for new household products, look for ones that have earned the ENERGY STAR. They meet strict energy efficiency guidelines set by the EPA and US Department of Energy.

If looking for a new home, look for one that has earned the ENERGY STAR.

If looking to make larger improvements to your home, EPA offers resources to help you reduce your energy bills and improve home comfort.

2. Read the following press releases from http://www.energystar.gov.

Choose the best summary for each press release from the following list. There are two extra summaries.

a. ) The United States and the countries of the European Community today renewed their agreement on the energy efficiency of office equipment products using the government's Energy Star label.

b. ) EPA announces new computer efficiency requirements.

c. ) One more product has been added to the list of products certificated by ENERGY STAR.

d. ) Another country has agreed to cooperate with ENERGY STAR in order to improve its energy efficiency standards. ENERGY STAR label will appear on many of its products including monitors, fax machines, televisions, etc.

e. ) A number of companies will be given an award for their achievements in energy conservation.

1. Release date: 03/21/2007

(Washington, D.C. - March 21, 2007) EPA and DOE will present the 2007 Energy Star Awards tonight to more than 80 businesses and organizations for their achievements in reducing greenhouse gas emissions through energy efficiency. This year's winners, chosen from the 9000- plus participating partners, include The Home Depot, PepsiCo, McDonalds, Food Lion, Ford Motor Company, Marriott International Inc., Astoria Homes and 3M.

2. Release date: 03/20/2007

(Washington, D.C. - March 20, 2007) EPA and the China Standard Certification Center (CSC) have agreed to work toward harmonizing information on their respective energy-efficiency labels for consumer electronics and office equipment.

"EPA and CSC agree that saving energy, saving money, and protecting the environment just make sense," said Bill Wehrum, EPA acting assistant administrator for Air and Radiation.

EPA has a long history of cooperation with China on clean air and clean energy issues, including voluntary energy efficiency labeling. With EPA's assistance on certification development, CSC has added 10 product categories to their certification and labeling program since 2001, including computers, monitors, televisions, office copiers, fax machines and external power supplies.

Release date: 01/31/2007

In anticipation of the conversion to digital television signals in February 2009, EPA is announcing new ENERGY STAR specifications for energy-efficient, digital-to-analog converter boxes, or DTAs. These new specifications are expected to cut the energy use of a DTA by over 70 percent. It is estimated that Americans will purchase 22 million DTAs to continue to receive over-the-air broadcasts after the February 18, 2009 conversion from analog to digital broadcasts. If all DTAs met the ENERGY STAR specification, Americans could save 13 billion kWh and $1 billion in energy costs, and reduce the greenhouse gas emissions equivalent to those of more than 1 million cars.

3. Read the press releases again. Imagine you are a journalist who is going to write an article based on each of the press releases. Think of a title for each article.

The original headlines are given in the appendix at the end of the book.

4. VOCABULARY TASKS

1. Match a word from the left column with a word or a phrase from the right.

save energy.

3. Labeling helps decrease energy.......................... and reduce greenhouse gas.......................

4. These new specifications are expected to ............................. the energy use of a DTA by

over 70 percent.

5. Americans would......................... 13 billion kWh and $1 billion in energy costs.

6. PR WRITING

Look at the press releases in exercise 2 again. What information has been omitted? Why is it important to include information of this kind?

Read the information in the appendix at the end of the book.

Write a press release entitled: EPA Announces New Computer Efficiency Requirements.

Before you begin writing, look at the list below and at the press releases above to decide which release you could take as a model. Use the following facts:

• Computers were the first product to qualify for EPA's Energy Star in 1992.

• New specifications - from July 20, 2007.

• 180 million computers in use in the USA

• They consume nearly 58 billion kWh per year (about 2 percent of annual U.S. electricity consumption).

• Expected cut in energy costs: more than $1.8 billion over the next 5 years.

• These new modifications are expected to prevent greenhouse gas emissions equal to the annual emissions of 2.7 million cars.

• Stephen L. Johnson (EPA Administrator): "As the driver of America's technology revolution, the innovative spirit of the computer industry is now powering our energy revolution. Through Energy Star, President Bush and EPA are brightening our nation's future, and I applaud these leaders for developing energy efficient computers that are good for our environment and good our wallets."

7. Reading. Read the press-releases quickly.

Which of the releases is targeted at the general public and which is targeted at electronic manufactures and retailers? Underline the sentences that help you to answer this question. The following features might help you: quotations, figures and facts, which might be interesting to a particular group of readers.

1. EPA Supports Electronics Recycling

Release date: 01/10/2007

(Washington, D.C. - Jan. 10, 2007) Retailers and electronics manufacturers voluntarily recycled more than 34 million pounds of electronics in 2006 as part of their commitment to the Environmental Protection Agency's Plug-In To eCycling program.

The program is a voluntary partnership between EPA and electronics manufacturers and retailers to offer consumers more opportunities to donate or recycle their used electronics. Since 2003, Plug-In partners have recycled more than 95 million pounds of electronics.

"Our Plug-in partners have energized the industry to give consumers practical alternatives for recycling their used electronics," said Scott Sherman, EPA's associate assistant administrator for the Office of Solid Waste and Emergency Response. "When these materials are reused and recycled it is a win-win for both the community and the environment." Electronics are made with valuable resources such as precious metals, engineered plastics, glass, and other materials, all of which require energy to manufacture. Conserving resources helps reduce emissions and pollution otherwise generated by extracting virgin materials. As a result, Plug-In partner recycling efforts last year generated energy savings equal to the energy needed to power over 7,000 U.S. homes and prevented greenhouse gas emissions equivalent to annual emissions from 12,000 cars.

Plug-In partners have taken various approaches—either national or regional—to give individuals ecycling options. Partners may offer online take back or trade-in programs, create partnerships with local organizations to facilitate collections or host collection events at retail locations, and support local recycling events with cities and municipalities. Plug-In partner initiatives are successful because they share responsibility for recycling among manufacturers, retailers, governments, and consumers. These efforts often complement local recycling efforts.

EPA's Plug-In to eCycling Partners include: Apple, Best Buy, Cingular, Dell, eBay's Rethink initiative, HP, Intel, JVC, Lexmark, NEC Display, Office Depot, Panasonic, Philips, Samsung, Sharp, Sony, Staples and Toshiba.

2. eCycle for Earth Day

Release date: 04/20/2007

(Washington, D.C. - April 20, 2007) Don't trash your old computer when you can pass it on for

reuse or recycling. That's the______________ (1) behind EPA's "Pass It on Week," which runs

April 22 - 28, 2007. EPA is encouraging consumers to use EPA's Plug-In To eCycling partner (2) to find local donation and recycling opportunities for consumer electronics.

"Americans have the opportunity to make a difference," said Susan Bodine, assistant administrator for EPA's Office of Solid Waste and Emergency Response. "Donating or recycling computers gives more people access to technology and helps reuse valuable materials, which (3) energy and reduces green house gas emissions."

EPA's Plug-In To eCycling partnership ____________________ (4) of consumer electronic

manufacturers and retailers that work to increase safe recycling of electronic products, such as

computers, televisions, and cell phones. The partners offer different recycling______________ (5)

to consumers. Some offer online take-back or trade-in programs; some___________ (6) collection

events at retail locations; still others support local recycling events sponsored by local communities.

In 2006, the Plug-In partners recycled more than 34 million pounds of electronics, saving enough

energy to power over 7,000 homes or_____________ (7) emissions from more than 12,000 cars.

Plug-In To eCycling partners _____________ (8): Cingular Wireless, Best Buy, Dell, eBay's

Rethink initiative, HP, Intel, JVC, Lexmark, NEC Display, Office Depot, Panasonic, Philips, Sharp, Sony, Staples and Toshiba.

8. Vocabulary. Learning skills. Using the right word.

Fill in the gaps in the second press-release using the suitable words from the chart below. Explain why the other word in each line is not suitable. What dictionary do you use to compare the meaning and use of words that can be confused?

9. Skills development. Quoting.

Look at how the data and conclusions published by the IPPCC and NOAA were quoted in a brochure launched by EPA. Underline the words that refer the reader to the source.

a) According to NOAA seven of the eight warmest days have occurred since 2001.

b) The IPCC has concluded that the global warming is partially due to human activities.

c) The IPCC projects a six inch to 2 foot rise in sea level during the 21^st century.

d) The IPCC experts report that the salinity of oceans has decreased.

Quote the following.

a) NASA: “Arctic sea ice set a record low in September 2007."

b) IPCC: “The global temperature will grow by 3 to 7 F."

c) EU commission: “Carbon emissions rose 3.5 % in 2009 across the European Union, as power demand and industrial output rose."

d) NASA: “Approximately 965 000 square miles of the Amason Forest were affected by the 2010 drought."

e) IPCC: “Droughts could be more frequent in the Amason region in the future."

f) IPCC: “Non-climate factors such as urbanisation and pollution can influence

ecosystems."

g) IPCC: “ There is a measured trend towards less snow at low altitudes in certain areas."

h) IPCC: “There could be more navigation in northern regions due to the decrease in sea • >>

ice.

i) NASA: “The losses reduce the ability of the sea ice cover to insulate the atmosphere from the ocean, which increases the amount of heat transferred from the ocean to the atmosphere."

10. Reading and learning skills development.

What do the following stand for? UNEP, IPCC, EPA. What are they called in the Russian language? Read the first paragraph of the text. What do “actors” and “roles” mean in this context.

Environmental policy makers

The world faces today a number of global environmental challenges. Where global environmental problems are concerned, the most significant factor is efficient coordination of efforts on all levels, from the national to the global level. Let us look at the leading actors and their roles in environmental policies making.

Here is a list of the many actors that have to cooperate to tackle environmental issues such as climate change.

• The United Nations

• Global economic institutions, e. g. the World Trade Organisation

• The European Union

• National governments

• Sub-national governments

• Government agencies, e. g. environmental protection agencies

• Private corporations

• Non-governmental environmental organisations

• Households

• Individuals

The two later actors are essential because democratic governments cannot develop environmental policy without public support. On the other hand public opinion affects policy making.

The main barrier to effective environmental policy is the lack of collective action. If individuals and groups don’t act in an environmentally-friendly way, governments will need to develop instruments to improve the situation. There are three types of instruments: legislative, economic and voluntary instruments. Voluntary instruments involve, for example, education campaigns to raise people’s awareness of environmental issues and ways to achieve sustainability results. Government agencies, such as the Environment Agency in the UK and the Environmental Protection Agency (EPA) in the USA act as regulatory body developing legislation and issuing orders to industry. These include establishing emissions standards or specifying quality objectives.

But governments around the world are beginning to recognize their inability to address environmental problems on their own. On the international level organizations such as UNEP play an important role in creation the conditions for intergovernmental cooperation. They ensure scientific consensus collecting, analyzing and distributing scientific data. For instance United Nations Environmental Programme (UNEP), in cooperation with the World Meteorological Organisation founded the Intergovernmental Panel on Climate Change (IPCC). The IPCC’s first report provided the basis for future negotiations on climate change. UNEP also monitor and coordinate international action, organize conferences and negotiations.

There are also a wide range of environmental groups with different aims and strategies. They try to influence environmental policy through different kinds of actions. The actions range from informal and formal lobbying to demonstrations and marches. For example, Greenpeace became widely known after attracting media attention to whaling and nuclear testing.

Learning skills. Look at the words below. Find them in the text. What part of speech is each one? Using a dictionary, check if in the given context the words and their cognates are similar in meaning.

Подберите русское однокоренное слово к каждому из следующих слов. К какой части речи относится подобранное вами однокоренное слово? С помощью словаря проверьте, имеет ли русское слово в данном контексте то же значение, что и английское.

Policy, public, discipline, barrier, collective, action, individual, instruments, voluntary, campaign, standards, creation, cooperation, provide, monitor.

11. Vocabulary. Match words and phrases with similar meanings.

12. Vocabulary. “Positive action” verbs.

Look at the sentences. Translate the phrases in bold into Russian.

a) Government agencies develop legislation and issue orders to industry.

b) They provide instruments and mechanisms that are intended to control greenhouse gases emissions.

b) On the international level organizations such as UNEP create the conditions for intergovernmental cooperation.

c) They collect, analyze and distribute scientific data.

d) UNEP also monitor and coordinate international action, organize conferences and

negotiations.

f) UNEP compile, assess, and publish information related to climate change.

g) The organisation also identifies efficient environmental management practices in order to share them with the governments.

e) They also identify and try to solve environmental problems.

f) The organization takes action to protect ground water from petroleum contamination.

13. Vocabulary. Word combination. Look at the sentences in Exercise 14 again. What verbs can you use with the following nouns?

^a)________

______ data / information

legislation / law / regulation / legal acts

standards / methods / instruments / strategies

^d) _______

______ international action / work / efforts

e)

______ efficient environmental management practices / policies

f) ______ conferences / meetings / workshops

g)

______ environmental problems

Add the following verbs: participate in, adopt, resolve, implement, address Add the following nouns: steps, measures

14. Read the text from Environmental Defense Trust’s Internet site. F ill in the gaps.

The science is clear: Global warming is the most____________ environmental__________ of our

time - and it is accelerating at an alarming rate.

Our goal: to _____ the pollution that causes global warming and avoid catastrophic climate

change.

We ____ practical solutions at the state and local levels to show how national policies can work.

We ________ market schemes for clean energy, which are good for the economy and

_______ pollution.

We help businesses _________ low-carbon innovations.

What page has this text been taken from? Possible answers are the following:

Contact us; What you can do; What we do; Market based solutions; International work;

15. Writing. Write about an environmental organization.

What issues are they committed to solve? What actions do they take?

Who do they cooperate with? What successes are there?

Приложение 7

Результаты итогового контроля по дисциплине «Иностранный язык»

В 6-м и 8-м учебных семестрах

Табл. 1

Оценки за реферативный перевод в 2007 г. Гр. СО-34, гр. СО-35

Табл. 2

Оценки за экзамен в 2008 г. Г р. СО-44, гр. СО-45

Табл. 3

Оценки за реферативный перевод в 2009 г. Гр. СО-360, гр. СО-361

Таблица 4

Приложение 8

Анкета

Оценка эффективности учебных пособий “Think Ecologically: Textbook for PR Students”» и “Think ecologically: Workbook”

Автор учебных пособий: Наталия Юрьевна Федорова, ст. преп. каф. связей с общественностью экономического и социально-гуманитарного факультета Российского государственного гидрометеорологического университета. Библиографические сведения:

Федорова Н.Ю. Think Ecologically: Textbook for PR Students. - СПб.: изд. РГГМУ, 2008. - 88 с.

Федорова Н.Ю. Think Ecologically. Workbook. - СПб.: изд. РГГМУ, 2012. - 56 с.

Учебное пособие “Think ecologically. Workbook” используется в качестве сборника упражнений и коммуникативных заданий и было разработано в дополнение к пособию “Think Ecologically: Textbook for PR Students”.

Укажите, пожалуйста, следующие сведения:

Фамилия, имя, отчество__________________________________________________

Звание, должность, место работы__________________________________________

Стаж педагогической деятельности________________________________________

Преподаваемая дисциплина______________________________________________

Пожалуйста, оцените вышеназванные учебные пособия по следующей шкале. В графе «ОЦЕНКА» проставьте:

• «1», если параметр не представлен;

• «2», если параметр представлен слабо;

• «3», если параметр представлен достаточно полно;

• «4», если параметр полностью выражен.