Место в общем курсе изучения английского языка, цели и задачи домашнего чтения

Место в общем курсе изучения английского языка, цели и задачи домашнего чтения

Курс домашнего чтения на английском языке должен дополнять основной курс английского языка, выполняя ряд функций.

Первостепенные задачи (реализующиеся в рамках курса чтения)

1. Формирование интереса к чтению на английском языке. Работая с аутентичными текстами для чтения разных жанров под руководством преподавателя, студенты приобретут большую уверенность в своих силах, научатся преодолевать языковые трудности, почувствуют вкус к чтению литературы по специальности.

2. Углубление знаний в области культуры стран изучаемого языка. Данные материалы позволят студентам познакомиться с образцами современных материалов зарубежных авторов, связанных со средствами массовой информации, рекламой и связями с общественностью.

3. Обучение началам литературного анализа. Выполняя задания по прочитанным материалам, студенты научатся излагать основное содержание, составлять информацию, познакомятся с некоторыми особенностями научно-популярной литературы в области лексики, грамматики и стиля.

4. Формирование прописанного в ФГОС умения «использовать иностранный язык как средство для получения информации из иноязычных источников в образовательных целях». Пособие включает в себя научно-популярную литературу и отрывки из монографий по следующим темам: Public Relations History, Mass Media, Advertising and Culture). Пособие, таким образом, стимулирует  познавательную активность студентов, расширят их кругозор и укрепляет межпредметные связи.

Вспомогательные задачи (решающиеся совместно с основным курсом)

1. Расширение словарного запаса студентов за счет лексических единиц текстов пособия и, что особенно важно, устойчивых словосочетаний.

2. Дальнейшее развитие устной монологической и диалогической речи при помощи пересказов разных видов, обсуждения прочитанного, дискуссий и докладов.

4. Формирование навыков академического письма через выполнение специальных заданий, таких, как составление рефератов, аннотаций и описания статистических тенденций.

 

Результаты освоения курса

Личностные результаты:

·  повышение учебной мотивации путем формирования интереса к чтению;

· расширение кругозора учащихся и стимулирование познавательной деятельности;

· воспитание толерантности и уважения к чужой культуре;

· повышение учебной автономности студентов: от чтения под руководством преподавателя до самостоятельного внеаудиторного  чтения на иностранном языке.

Метапредметные результаты:

· формирование умения работать с книгой как источником информации;

· воспитать «грамотного читателя», умеющего выбирать материалы для чтения в соответствии со своими целями и задачами, работать со справочными источниками, анализировать прочитанное;

· дальнейшее развитие умения вести дискуссию, аргументировать свою точку зрения.

Предметные результаты:

Пособие может внести заметный вклад в формирование коммуникативной иноязычной компетенции учащихся:

· в области речевой компетенции: способствует формированию умений в основных видах речевой деятельности (чтение, говорение и письмо);

· в сфере лингвистической компетенции: позволяет овладеть новыми языковыми средствами, как лексическими, так и грамматическими;

· в области социокультурной компетенции: приобщает студентов к культуре, традициям, реалиям стран изучаемого языка.

 

Содержание и учебно-методическое обеспечение

Пособие построено на работе с текстами из различных современных источников по следующим темам: Public Relations History, Mass Media, Advertising and Culture. В ходе работы над текстами студенты:

· знакомятся с содержанием, развивая при этом навыки чтения;

· знакомятся с историческими фактами и особенностями описываемых событий, а также с современными тенденциями в развитии СМИ, связей с общественностью и рекламы;

· выполняют разнообразные задания на проверку понимания;

· анализируют прочитанное, обсуждают ситуации и поступки;

· учатся пересказывать текст подробно и кратко (выбирая основное содержание);

· расширяют свой словарный запас и овладевают новыми грамматическими структурами;

· овладевают навыками академического письма;

 

Задания включают в себя

(1) дотекстовые задания, направленные на:

    пробуждение интереса к данной теме путем установления связей с предыдущим опытом студента (Personalizing);

     снятие лексических трудностей при чтении текстов, как произносительных, так и связанных с пониманием лексического значения многозначных слов и установления соответствия между терминологией в русском и английском языках (Pre-reading);

(2) задания, связанные с пониманием прочитанного:

    чтение с извлечением основного содержания (Reading for Gist/Skimming);

    чтение с полным извлечением информации  или с поиском конкретных деталей (Reading for Detail/ Scanning) В случае необходимости и в целях более полного понимания материала, студенту предлагается осуществить поиск дополнительной фоновой информации в Интернете;

(3) задания, связанные с содержанием материалов и интерпретацией/оценкой прочитанного

    анализ содержания;

    составление плана прочитанного, резюме и аннотации;

    учебная дискуссия.

 (4) Пособие также включает методические указания для студентов, объясняющие, как работать с текстами, а также приложение, состоящее из двух частей:

  1. Клише, используемые при реферировании текста или статьи;

  2 Глоссарий (Определения наиболее часто встречающихся терминов из области PR и рекламы).

 

Методическая новизна данного учебно-методического комплекса

    отбор аутентичного материала, по темам, представляющим интерес для специалиста по связям с общественностью и рекламе;

    студенто-центрированный подход: основной акцент делается на организации самостоятельной деятельности студентов. Данное пособие позволяет организовать самостоятельную работу студента и способствует личностному развитию студента как будущего специалиста в сфере связей с общественностью и рекламы.

    обучение творческому и критическому отношению к содержанию учебного материала (критическое осмысление, логическое обоснование, отстаивания своей точки зрения и т. д.).

    одновременного развития чтения, говорения и письма что обуславливается их взаимосвязанностью в процессе реального профессионального общения.

Авторы надеются, что данное пособие позволит достичь высокой мотивированности в изучении как иностранного языка, так и специальных предметов, что способствует повышению интереса к занятиям, позволяет совершенствовать личностные качества студента и позволит им получить доступ к самым современным материалам, связанным с профессиональной деятельностью.

 

МЕТОДИЧЕСКИЕ УКАЗАНИЯ ДЛЯ СТУДЕНТА

Особенностью овладения иностранного языка является то, что объем самостоятельной работы студента по выработке речевых навыков и умений должен значительно превышать объем практических аудиторных занятий с преподавателем. Таким образом, каждому аудиторному двухчасовому занятию должно предшествовать около двух часов самостоятельной работы студента.

· Для того чтобы добиться успеха, необходимо заниматься систематически. Самостоятельная работа студента по изучению иностранного языка охватывает: заучивание слов английского языка;

· уяснение действия правил словообразования;

· грамматические правила;

· чтение тестов на английском языке вслух в соответствии с правилами чтения; понимание текстов, перевод на русский язык (устный и письменный).

Для того чтобы достигнуть указанного в целевой установке уровня владения языком, следует систематически тренировать память заучиванием иноязычных слов, отрывков текстов. Надо помнить, что способности развиваются в процессе работы, что осмысленный материал запоминается легче, чем неосмысленный, что навык вырабатывается путем многократно повторения выполняемого действия.

Работа над текстом

Поскольку основной целевой установкой обучения иностранному языку является получение информации из иноязычного источника, особое внимание следует уделить чтению текстов. Понимание текста достигается при осуществлении двух видов чтения:

1) чтения с общим охватом содержания;

2) изучающего чтения.

Читая текст, предназначенный для понимания общего содержания, необходимо, не обращаясь к словарю, понять основной смысл прочитанного.

Точное и полное понимание текста осуществляется путем изучающего чтения, которое предполагает умение самостоятельно проводить лексико-грамматический анализ текста. Итогом изучающего чтения является адекватный перевод текста на родной язык с помощью словаря. При этом следует развивать навыки пользования отраслевыми терминологическими словарями и словарями сокращений.

Оба вида чтения складываются из следующих умений:

· а) догадываться о значении незнакомых слов на основе словообразовательных признаков и контекста;

· б) видеть интернациональные слова и определять их значение;

· в) находить знакомые грамматические формы и конструкции и устанавливать их эквиваленты в русском языке;

· г) применять знания по специальным, предметам в качестве основы смысловой и языковой догадки.

Работа над лексикой

Чтобы понимать читаемую литературу, необходимо овладеть определенным запасом слов и предложений. Для этого рекомендуется регулярно читать на английском языке учебные тексты, газеты и оригинальную литературу по специальности.

Работу над закреплением и обогащением лексического запаса рекомендуем проводить следующим образом:

Слова выписывайте в тетрадь или на карточки в исходной форме с соответствующей грамматической характеристикой, т.е. существительные – в ед. числе, глаголы – в неопределенной форме (в инфинитиве), указывая для неправильных глаголов основные формы.

При переводе с английского языка на русский необходимо помнить, что трудности вызывает следующее:

1. Многозначность слов. Например, слово convention имеет значения:

1) собрание, съезд; 2) договор, соглашение, конвенция; 3) обычай; 4) условность. Подобрать нужное значения слова можно только исходя из контекста.

The convention was successful. That is not in accordance with convention.

Собрание прошло успешно. Это здесь не принято.

 

2. Омонимы (разные по значению, но одинаково звучащие слова). Их следует отличать от многозначных слов.

Some – какой-нибудь и sum – сумма

break – ломать и brake – тормоз

 left – левый и left - Past Indefinite (Simple) от глагола to leave – оставлять, покидать.

 

Only few people write with the left hand. They left Moscow for Kiev.

Немногие пишут левой рукой. Они уехали из Москвы в Киев.

 

3. Конверсия. Образование новых слов из существующих без изменения написания слов называется конверсией. Наиболее распространенным является образование глаголов от соответствующих существительных. Например:

water – вода to water – поливать

control – контроль to control – контролировать

cause – причина to cause – причинять, являться причиной

4. Интернационализм. В английском языке большое место занимают слова, заимствованные из других языков, в основном латинского и греческого. Эти слова получили широкое распространение и стали интернациональными.

По корню таких слов легко догадаться об их переводе на русский язык, например: mechanization механизация; atom атом и т.д.

Другие слова по звучанию несколько сходны с соответствующими русскими словами, но их значение не всегда совпадает со значением русских слов. Так, transformation не только «трансформация», но и «преобразование, изменение».

Однако нужно помнить, что многие интернационализмы расходятся в своем значении в русском и английском языках, поэтому их часто называют «ложными друзьями» переводчика. Например: accurate точный, а не аккуратный,resin смола, а не резина, control не только контролировать, но и управлять и т.д.

5. Словообразование. Эффективным средством расширения запаса слов в английском языке служит знание способов словообразования. Умея расчленить производное слово на корень, суффикс и префикс, легче определить значение неизвестного слова. Кроме того, зная значения наиболее употребительных префиксов и суффиксов, вы сможете без труда понять значение гнезда слов, образованных из одного корневого слова, которое вам известно.

Personalizing

 

Exercise 1 Answer the questions.

1. When do you think history of public relations began?

2. Do you know anything about ancient origins of public relations?

3. What country has made the greatest contribution to public relations history in your opinion?

Before reading

Exercise 2. Give Russian equivalents of the following words.

1. to sow

2. ivory

3. a newsletter

4. citizenry

5.  BCE

6. civil

7. to destroy

8. to court

9.  support

10.  in order to

11.  to commission

12.  divine

13. to ordain

14.  requirement

Exercise 3. Find the pronunciation of the following words.

1. ancient

2. medieval

3. to contribute

4. persuasive

5. influential

6. realm

7. to conquer

8. technique

9. mediterranean

10. emperor

11. epic.

Exercise 4. Find and list all the words in the text with a similar meaning to:

1. crops

2. to boost

6.purpose

7.a problem

3.modern

4.to suggest

5to understand

8.to define

9.to describe

          10.to dispute

Text A

PUBLIC RELATIONS HISTORY

Compiled by Ron Smith (Updated Fall 2004)

Reading for gist

Exercise 6. Read the text once to get the general idea, try not to spend more than 10 minutes. Complete the sentence as to the text:

The passage describes

    (A) the history of advertising from Egyptian time to this century.

    (B) the use of advertising techniques for non-commercial purposes.

     (C) the history of advertising from Egyptian time to 27BCE.

 

Scanning for information

Exercise 7. What do the following figures and dates mean?

1. 2,200 BCE

2. 1,800 BCE

3. 5^th сentury BCE

4. the 3rd Century BCE

5. mid-first century BCE

6. 500-year-old

7. 27 BCE

 

Reading for detail

Exercise 8. Read the text and decide whether the following sentences are true or false.

1. Plato was Aristotle’s student.

2. Philip of Macedonia conquered almost the whole world.

3. Archeologists have found ancient bulletins and brochures in present-day Iraq.

4. These bulletins and brochures date to 2000 BC.

5.     Plato is one of the most famous Sophist teachers.

6. Socrates said that effective communication should be based on truth.

7. Aristotle’s book Rhetoric is well-known nowadays.

8. Julius Caesar became the first Roman emperor.

Exercise 9. Read the article again and underline words and phrases that you do not know. Write your own definitions. Use a dictionary if necessary.

Exercise 10. Analyze the sentence “But it was Plato's student, Aristotle of Athens, who has contributed most to contemporary communication thought. ’’

Compare: It is our age that has offered possibilities for new types of experiments in this field of science. - Именно наш век создал возможности для использования новых методов экспериментального исследования в этой области науки.

Exercise 1 1. Answer the questions.

1. What did publications on stone tablets tell farmers?

2. Who is one of the best-known Sophist teachers?

3. What did Socrates of Athens teach?

4. Who carried on his work?

5. Who has contributed most to contemporary communication thought?

6. What book by Aristotle is well-known nowadays?

7. Where did Philip of Macedonia and Alexander the Great have statues of themselves?

8. What is Julius Caesar famous for?

9. What destroyed the Roman republic?

10. Who did Augustus ask to write an epic poem?

Exercise 12. Choose the correct option.

1. The publications on stone tablets taught farmers to…

a) speak in public

b) grow plants

c) sow flowers

d) plant trees

2. Aristotle’s book Rhetoric … nowadays.

a) is significant

b) is unknown

c) is of no interest

d) has got out of existence

3. Monarchs wanted their followers to …

a) be poor

b) be well-educated

c) thrive

d) be unsuccessful

4. The civil war that destroyed the 500-year-old Roman republic was …

a) short

b) long

c) bloody

d) inevitable

5. Augustus wanted the … of the people to reign successfully.

a) hatred

b) love

c) admiration

d) backing

 

Summarizing information

Exercise 13. Look through the text again. Give the main points of each paragraph of the text.

Exercise 14. Put a key-question to each paragraph of the text given above.

Exercise 15. Make up a detailed plan of the text.

Exercise 16. Abridge the text by way of shortening each paragraph (throwing off unnecessary sentences and even words).

Exercise 17. Summarize the text to the others in your group.

Speaking

Exercise 18. Identify and discuss contemporary parallels to some of these examples of the ancient origins of the public relations.

Exercise 19. (Interview) Think about the questions you would ask any of the famous people mentioned in the text. Make up dialogues with your partner.

Writing

Exercise 20. Collect all the information and write an abstractunder the title “Famous ancient people”.

Exercise 21. Write a summary of the text. Use ‘The author describes (presents, touches upon)’ etc.

TEXTS B, C

Personalizing

Exercise 1. Answer the questions.

1. Do you think that public relations have ever been linked with religion?

2. In what way can public relations be connected with religion?

3. Do you know any priests who made a great contribution to public relations in the past?

 

Before reading

Exercise 2. Mind the pronunciation of the following words.

1. maintenance

2. cohesive

3. society

4. throughout

5. Christianity

6. a colleague

7. orchestration

8. honorable

9. the Bible

10.  synagogue

11.  catholic

12.  similarly

13.  honesty

 

Exercise 3. Study the key-vocabulary.

1. Maintenance (noun) - the process of keeping something in existence.

2. Refute (verb) -to say that a statement is not true.

3. Bide (verb) - to stay in a place.

4. Cohesive (adj.) - combining well to form a strong well-organized unit.

5. Preach (verb) - to talk about a religious subject at a religious meeting, especially in church.

6. Endorsement (noun) - support.

7. Bishop (noun) - a senior Christian priest.

8. Diocese (noun) - an area that a bishop is in charge of.

9. Disregard (noun) - the ability of somebody who does not respect something.

10. Connotation (noun) - an additional idea or emotion that a word suggests to you, that is not part of its usual me

Exercise 4. Find English equivalents of the following words in the text. (text C)

1. преувеличение

2. незаселенный

3. беспечный, веселый

4. привлекать

5. объезд, окольный

6. убедить

7. болотистая местность

8. недостаточный, скудный

9. покинуть, забросить

10.  поощрять

11.  подгонять, подстрекать

12.  тем временем

13.  равнина

14.  предшественник

 

TEXT B

TEXT C

Reading for gist

 Exercise 5. Read text B once to get the general idea, try not to spend more than 10 minutes. Complete the sentence as to the text:

The passage describes

    (A) religious organizations from Egyptian time to this century.

     (B) influence of religious leaders on public relations.

     (C) religious history.

Scanning for information

Exercise 6. What do the following figures and dates mean? (text B)

1. the mid-first century

2. the 5th century

3. the 8th century

4. the 6th century

5. 1095

6. 1215

7. 1351

8. 1622

Reading for detail

Exercise 7. Read text B and decide whether the following statements are true or false.

1. Peter and Paul’s aim was to decrease interest in Jesus Christ’s message.

2. Nero accused the Christians of the burning of Rome.

3. Augustine of Hippo said that true statements were the purpose of public speaking.

4.  Use of public relations strategies was limited to the Christian church.

5. Martin Luther used the same means of persuading people as John Wycliffe.

Exercise 8. Read texts B and C again and underline words and phrases that you do not know. Write your own definitions. Use a dictionary if necessary.

Exercise 9. Analyze the sentence ‘Much of the pre-history of public relations is linked with the growth and maintenance of religion, one of the most basic and cohesive aspects of society throughout the ages. ‘(grammar tense, active or passive voice). Make up your own sentences using passive constructions.

Exercise 10. Answer the questions. (Text B)

1. Who improved the concepts of rhetoric?

a) Paul of Tarsus

b) Augustine of Hippo

c) The early Christian Church

d) The first Roman emperor

2. What is the Koran?

a) Jesus Christ’s works

b) Mohammed’s writings

c) Stephen Langton’s articles

d) Martin Luther’s Bible

3. What approach did Pope Urban II use?

a) He used slogans, public speaking etc.

b) His approach involved some peculiar communication tactics.

c) He used only writing.

d) His approach involved only public speaking.

4. What did Thomas Aquinas revisit Aristotle for?

a) He wanted to communicate with Aristotle.

b) He was eager to learn the convincing nature of religious communication.

c) His aim was to study Aristotle’s religious beliefs.

d) His purpose was to refute the persuasive nature of religious communication.

5. How do religious organizations continue to use public relations strategies and tactics?

a) They use quotations from the Bible.

b) They paraphrase the Koran.

c) They attract professionals.

d) They translate the Bible into the language of the people.

Exercise 11. Answer the questions (Text C).

1. Was Erik Thorvaldsen right to name an uninhabited land of  ice and snow Greenland?

2. What island was swampland?

3. Is it possible to see a Fountain of Youth in Florida?

4. Who hyped the Californian Gold Rush?

5. When did the Burlington Railroad promote land sales out West?

6. Do you think you will promote undersea colonies or the first settlements on the Moon?

Summarizing information

Exercise 12. Look through the text again. Give the main points of each paragraph of the text.

Exercise 13. Put a key-question to each paragraph of the text given above.

Exercise 14. Make up a detailed plan of the text.

Exercise 15. Abridge the text by way of shortening each paragraph (throwing off unnecessary sentences and even words).

Exercise 16. Summarize the text to the others in your group.

Speaking

Exercise 17. Identify and discuss contemporary parallels to some of these examples

of public relations in religious history.

Exercise 18. Identify and discuss contemporary parallels to some of these examples of public relations in colonization.

Exercise 19. (Interview) Think about the questions you would ask any of the famous people mentioned in the texts. Make up dialogues with your partner.

Writing

Exercise 20. Collect all the information and write an abstractunder the title “ Famous people in the sphere of public relations”.

Exercise 21. Write a summary of the text. Use ‘The author describes (presents, touches upon)’ etc.

TEXTS D, E, F

Personalizing

Exercise 1 Answer the questions.

1. What universities in the USA do you know?

2. Do you think they use publicity to promote higher education?

3. What public relations techniques can you numerate?

4. What modern trends within public relations are you acquainted with?

Before reading

Exercise 2. Study the key vocabulary.

1. preacher-проповедник

2. to credit- приписывать

3. legacy- наследие

4. outraged-возмущенный

5. dissent- раскол, несогласие

6. sympathetic-сочувствующий

7. circulate-распространять

8. to sustain-поддерживать

9. a sentry-часовой

10.  a riot-мятеж, бунт, беспорядки

11.  mob-толпа

12.  a martyr-мученик

13.  a hireling-наемник

14.  to orate-ораторствовать

Exercise3. Find the pronunciation of the following words.

1. campaign

2. financial

3. ceremony

4. routine

5. comprehensive

6. throughout

7. legal

8. equality

9. essentially

10.  accurate

11.  technique

12.  particularly

Exercise 4 Translate the following words into Russian.

1. Preacher

2. comprehensive

3. riot

4. promulgate

5. leak

6. dissemination

7. abolition

8. hire

9. ecumenical

10. implementation

TEXT D

TEXT E

Public Relations Strategies

• News pegs
• Audience interest
• Positive appeals (love, patriotism, etc.)
• Negative appeals (fear, guilt, bigotry)
• Personalizing and humanizing issues
• Audience segmentation
• Activist organizations
• Organizing group
• Orchestration of messages
• Single-minded (often extremist) presentation of the central message
• Leaks to media
• Third-party endorsement & use of opinion leaders
• Sustained campaigns
• Slogans
• Songs
• Symbols
• Themes

Public Relations Tactics

• Planned and staged events
• News media
• Essays & commentaries
• Multimedia saturation
• Petitions
• Serial publications
• Stand-alone publications
• Speeches
• Meetings

TEXT F

Publicity Era (1800s)

• Focus: Dissemination and attention-getting
• Nature of Communication: One-way
• Research: Little
• Current Use: Entertainment, Sports, Marketing

In the 1820s, Amos Kendall, a Kentucky newspaper editor, became essentially the first presidential press secretary. He worked in support of Andrew Jackson during Jackson's election campaign and his term as president. Kendall conducted polls; wrote speeches, news releases, pamphlets; distributed reprints of other favorable articles reprints; and advised Jackson on image and strategy.

The opening of American West provided many opportunities for public relations messages to influence people living along the Atlantic coast to migrate west. Many of these messages were exaggerated, such as the legend of Daniel Boone, so important to the settlement of Kentucky, and later the stories of Buffalo Bill Cody, Wyatt Earp and Calamity Jane that induced settlers to the territories west of the Mississippi.

Social reform in the second half of the 19th century also relied heavily on classic public relations techniques. The movement to abolish slavery included strategies such as personalizing the issue, as Harriet Beecher Stowe (right) did so well with her novel Uncle Tom's Cabin. It also used the strategy of social activism, such as Harriet Tubman (left) who lead midnight escapes of slaves and then spoke about it in the North). The abolition movement involved other strategies: third-party endorsement, appeal to justice and moral authority, etc. It employed tactics such as publications, public speaking, rallies and so on.

The temperance movement to abolish liquor and the suffrage movement to gain women the right to vote were other successful social reform movements that employed similar public relations strategies and tactics.

The Bryan-McKinley presidential campaign of 1896 was the first to mount an all-out effort of public opinion. It used posters, pamphlets and news releases; it used public meetings and speeches at whistle-stop train visits throughout the country.

Advocacy Era (mid 1900s)

• Focus: Modify attitudes & influence behavior
• Nature of Communication: Two-way
• Research: Attitude & opinion
• Current Use: Competitive business organizations, causes & movements

During the middle and latter parts of the 20th Century, much of public relations activity, both research and practice, was built on the advocacy model, in which organizations tried to influence the attitudes and behaviors of their publics. Much of the communication research was related to the war-time interest in propaganda, brainwashing and social manipulation. In the post-war era, many researchers and practitioners continued to explore their interests in persuasive communication.

Following are some of the highlights associated with this era:
1922: Walter Lippman wrote Public Opinion
1923: Edward Bernays wrote Crystallizing Public Opinion
1922: Bernays taught the first college class in public relations (New York University)
1939: Rex Harlow became the first full-time college professor of public relations (Stanford University)

Social reform continued to be a key impetus for public relations activity, and many techniques were successfully employed on behalf of issues such as child labor, workers' comp, prostitution, regulation of big business, food safety and other early consumer issues.

Government also was using public relations techniques. Th Committee on Public Information headed by George Creel (left). This committee was active during the First World War. It was replaced during the Second World War by the Office of War Information. The OWI was a precursor to the United States Information Agency (USIA), which later became the Office of International Information Programs (OIIP) of the State Department. The Voice of America radio system was established.

Meanwhile, the era saw the development of many public relations agencies and departments. Among the better known historical figures are agency founders Edward Bernays, Carl Byoir, Leona Baxter and Clem Whitaker (political public relations), and Henry Rogers (entertainment public relations).

The advocacy model continues to be used in many situations. Most public relations agencies provide advocacy services for their clients, particularly those with products or services in competitive environments. the advocacy model is prevalent in political public relations, as well as in cause-related promotions of many types, from promoting citizen support for military campaigns to generating public support for health, safety, welfare, and other public issues.

4 - Relationship Era (late 1900s and beyond)

• Focus: Mutual understanding & conflict resolution
• Nature of Communication: Two-way
• Research: Perception, values
• Current Use: Regulated business, government, nonprofit organizations, social movements

The latter part of the 20th Century and the beginning of the 21st has spawned a new approach to public relations, which complements the earlier three approaches of publicity, public information and advocacy. This new relationship model is built on the principles of communication as listening and on conflict resolution and the search for mutual benefits for both organizations and their publics.

In the civil world, this relationship approach has been seen in concepts such as détente and rapprochement. In the religious world, the ecumenical movement and interreligious dialogue are examples of the relationship model. In the business world, public-private partnerships and the courting of consumers are becoming common.

In all of these situations, public relations is becoming more research based and more a function of the management and leadership of an organization, rather than simply the implementation of communication tactics. Meanwhile, new technologies such as the Internet that allow organizations to communicate directly with their publics, combined with the fragmentation of the so-called mass media, are creating new opportunities for public relations practitioners.

Reading for gist

 Exercise 5. Read the text once to get the general idea, try not to spend more than 10 minutes. Complete the sentence as to the text:

The passage describes

    (A) the history of public relations from the 18^th to the 21^st century.

    (B) the use of advertising techniques from the 17^th to the 21^st century.

    (C) the history of advertising from the 19^th to the 21^st century.

Scanning for information

Exercise 6. What do the following figures and dates mean? (text D)

1. 1641

2. 1758

3. 5^th March 1770

4. 85

5. 1,500

6. 20

7. 25

8. 29

Reading for detail

Exercise 7. Read text B once and decide whether the following statements are true or false.

1. Democracy played the main role in American struggle for independence.

2. The Horrid Boston Massacre allowed Catholics the right to practice their faith.

3. Jonathan Sewall wrote works for the move toward independence.

4. The colonists  were oppressed people.

5. A lot of colonists did not want separation from England.

Exercise 8. Read texts D, E and F again and underline words and phrases that you do not know. Write your own definitions. Use a dictionary if necessary.

Exercise 9. Analyse the sentence ‘It is a fundamental element of democracy that played a major role in the American campaign for independence from Britain…’ Make up your own sentences with the structure ‘It is … that’.

Exercise 10. Answer the questions (text F).

1. What models is a historical development of contemporary public relations based on?

a) Press Agentry model

b) Grunig and Hunt models

c) Public Information model

d) Assymetrical model

2. Who worked in support of Andrew Jackson?

a) Harriet Beecher Stowe

b) Harriet Tubman

c) Amos Kendall

d) Daniel Boone

3. What strategies did social reform in the 19^th century rely on?

a) the strategy of social activism and personalizing the issue

b) use of an organizing group

c) creation of activist organizations

d) creation of support groups

4. What model was public relations activity in the 20^th century built on? 

a) Press Agentry model

b) Public Information model

c) Advocacy model

d) Symmetrical model

5. What is creating new opportunities for public relations practitioners?

a) principles of communication

b) the relationship model

c) public-private partnerships

d) new technologies such as the Internet

Summarizing information

Exercise 11. Look through the text again. Give the main points of each paragraph of the text.

Exercise 12. Put a key-question to each paragraph of the text given above.

Exercise 13. Make up a detailed plan of the text.

Exercise 14. Abridge the text by way of shortening each paragraph (throwing off unnecessary sentences and even words).

Exercise 15. Summarize the text to the others in your group.

Speaking

Exercise 16. Identify and discuss contemporary parallels to some of these examples of the political and military significance of public relations (text D).

Exercise 17. Identify a contemporary social movement, and discuss how it uses these examples of typical public relations strategies and tactics (text E).

Writing

Exercise 18. Write a summary of the text. Use ‘The author describes (presents, touches upon)’ etc.

UNIT 2

MASS MEDIA

Text A. MASS MEDIA EFFECTS

Personalizing

· How do you know about news?

· What media do you use?

Before reading

Exercise 1. Find the pronunciation of the following words.

Word	Pronunciation
1 media (n)
2 brochure (n)
3 appreciation (n)
4 advertising (n)
5 emerging (adj)
6 buoy (v)
7 insurance (n)
8 perceive (v)
9 audience (n)

Exercise 2. Translate the following word-combinations into Russian:

1

mass print electronic

media

2

media anti-tobacco anti- narcotic

programs

 

3

correct useful latest relevant precise

information

4

up to date fresh gained

knowledge

 

Exercise 3. Find the English equivalents in the text to the following Russian words and phrases.

Средства массовой информации, средства общения, рекламный проспект, несомненно, природные бедствия, благодаря усилиям и самоотверженности, помогли многим людям отказаться (от вредных привычек), похвальный, благо для молодых, влияние на умы, сообщение правдивых новостей, беречь доверие людей, большинство рекламных объявлений, устоять от соблазна, транслировать информацию, аргументы «за» и «против», целевая аудитория (группа), рекламодатель, последние новости, неверное истолкование ситуации, листовки, в конце концов, зависит от.

 

Exercise 4. Find these highlighted words in the text and decide whether they are nouns, verbs, adjectives or adverbs. Try to guess what they mean. Then check in a dictionary.

Word	Part of speech	Possible meaning
means 1	noun	средства
entertainment 2
information 3
laudable 4
surroundings 5
shoulder 6
appreciation7
truly 8
fights 9
impressionable10
insurance 11
target 12
public 13
news 14

 

Exercise 5. Look back at the text to find the definitions of the following words and phrases:

· mass media · print media

· the Internet · the electronic media

· mass communication · visual effect

 

Exercise 6. Find and list all the words and phrases in the text with a similar meaning to:

· world · disaster · young people · modern

· illness · advanced · influence · help

· citizens · overweight · pros and cons · media preconception

Exercise 7. Find and list all the words and phrases in the text with an opposite meaning to:

· positive · wrong information · boon

· weakness · precise reporting · global audience

· rights · children

 

Reading for gist

Exercise 8. Read the text once to get the general idea, try not to spend more than 10 minutes. Complete the sentence as to the text:

The story describes

(A) different types of mass media and their influence on audience.  

(B) general information about mass media.

(C) the history of mass media.

MASS MEDIA EFFECTS

Mass media is an effective way of communicating with people living in different geographical regions of the world and engaged in different occupations. Mass media effects on society are phenomenal. Media is known to be the most powerful means¹ of communication. The print media, electronic media and the Internet are all the subsets of mass media. The newspapers, newsletters, magazines and brochure are included in the print media, while the electronic media comprises of the television, radio and other modes of communication. The Internet is without doubt the fastest known way of communicating with millions of people across the globe. However, the effects of mass media on society can be positive as well as negative. Let us discuss them in detail in the next few paragraphs.

Mass Media Influence

It is hard to argue with the fact that mass media has a compelling effect on the human mind, especially on minds which are more impressionable¹⁰. For example, the mass media influence on children is understandably higher than it is in adults. So how exactly does mass media influence us?

Mass Media Influence on Youth

There is a burgeoning need amongst the youth to be accepted as a part of a group, to be popular, to have friends and relationships with people of the opposite sex etc. Mass media experts understand this need of the people and hence they come out with advertisements on TV, or in the newspapers, or on websites on how people can be more popular using a certain product. Most advertisements you see which are aimed at the youth generally talk about the 'cool quotient' of the product and how it is going to be the next 'in-thing'. And if you want to stay ahead of the game, it is absolutely vital that you procure it. The visual effect, seeing the things happen in front of you and the slice-of-life effect makes them look a lot believable than they should be. So how should mass media be used with youth? Mass media, effective as it is, can be used on the youth to drive home pressing concerns in the country. Child obesity, the dangers of alcohol and preteen sexual relations, importance of exercise and fitness etc. If these things can be done, the mass media will be able to influence the youth for the better and send better messages for the development of the youth than what it is sending today.

Mass Media Influence on Adults

Like children and youth, mass media influences adults too, although perhaps not on the same scale. Most adults with a platonic view of things will resist the temptation of being buoyed up by what the mass media has to offer. While men usually find it difficult to hold themselves back in the face of the allure of sexuality. Other subjects which also appeal to men are financial security and a luxurious hassle-free lifestyle. Women on the other hand are more tempted towards products which guarantee immunity from aging altogether and not just what the previous generation called 'aging gracefully'. Mass media can yet be used constructively to teach the adults about the importance of insurance¹¹, financial education and how to maintain a healthy lifestyle. As you can see, the mass media influence on society is at large, but if used constructively, it can be more of a boon than the bane which people consign it to be these days. After all, there are two sides to a coin and it is up to us to pick the correct one and take it forward!

Pros and Cons of Mass Media

Mass media enjoys a very prominent role in our lives. There are various effects of mass media on the society at large. Media tends to influence and it’s obvious, there are positive as well as negative influences of mass media. However, it also depends upon the way audiences perceive things. The power of the mass media is by far recognized by everybody in terms of advertising, marketing and as a medium to broadcast information to people at large. Since mass media is used to communicate and interact with people from various walks of life, it can often result in a conflict of options. Print media (magazines, newspapers, brochures, press releases, newsletters etc), electronic media (television, radio etc) and the Internet are all part of mass media. Today, mass media can give a person phenomenal exposure and this can result in various effects of the mass media on the society. However, have you paused to think about the pros and cons of mass media? Well, one cannot blame a particular medium because of outside influences. Here, we shall take a look at such advantages and disadvantages of mass media.

Pros of Mass Media:

· The wide reach offered by mass media is phenomenal. It can target¹² a global audience.

· In terms of newspapers and magazines, it can reach a specified target¹² group. Besides, it is easily accessible. For example, the newspaper lands on the doorstep and we have the latest news in our drawing rooms due to the television set.

· Certain types of media have a loyal fan following. This would mean that an advertiser, publication or news channel would have a ready audience.

· We have the latest news and information at the click of the mouse! The Internet is such a medium that it can give many options for the kind of information required.

· Television, movies, Internet and the radio are some of the best forms of entertainment.

· Mass media can be used for educational purposes in an effective manner.

Cons of Mass Media:

· At times, the information reported may not be authentic from every angle. Hence, there may be a misinterpretation of a situation.

· News can be manipulated to influence the minds of the audiences. For example – a particular political party may manipulate reports in their favor, which would indicate the political control in the media.

· Media bias can occur due to various issues. A journalist or an editor may give personal preference to an issue.

· A particular event or a celebrity may receive undue importance and set wrong ideals before the youth. It may present an ostentatious lifestyle, which may inculcate wrong ideals amongst youngsters.

· Unnecessary sensationalism of an issue may project wrong information to the public¹³.

· Misleading messages may again divert young minds towards a wrong path.

· Wrong interpretation of news¹⁴ may even blow things out of proportion. This would create further unrest in any place or even violence in case of extreme situations.

· At times, a particular event or news¹⁴ item may receive too much attention simply because of the lack of important news or snippets. This would again present a wrong idea before the public.

· Certain types of mass media such as newspapers or leaflets have a very short shelf life. In terms of advertising, it would not serve to be useful for every kind of product or message.

These were some of the pros and cons of mass media. Ultimately, it always depends upon the individual and the way a particular message is perceived for a positive influence of the mass media!

(10 000)

After reading

Exercise 9. Read the article again and underline words and phrases that you do not know. Write your own definitions. Use a dictionary if necessary.

Exercise 10. Find in the first paragraph and analyze the sentence with the structure “… is known to be …”. Write your own sentences with this structure.

Reading for detail

Exercise 11. Read the text and mark the sentences T (true) or F (fal