
- •Содержание
- •Предисловие
- •Unit I. Professions. The Work Itself
- •Applied social psychology Stuart Oskamp
- •Working Conditions (Impersonal)
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Learn the necessary vocabulary and complete the list.
- •Vocabulary Exercises
- •I. Give synonyms to the following words and explain the difference in their usage and meaning:
- •II. Fill in the gaps.
- •III. Translate from Russian into English.
- •IV. Translate from English into Russian.
- •V. Look at this article from “Today” and put words from below in the spaces. Not all the words are used.
- •200,000 Pounds to fly smokeless sultan
- •Getting the ax
- •VII. Jobless combinations. 'Jobless' is often used in the combinations below. Group the expressions under the three headings.
- •VIII. Match the two parts of the expressions and use them to complete the article from “Newsweek”.
- •Discussion Exercises
- •I. Read the following text and answer the questions.
- •While discussing the text use the following conversational formulas.
- •Work and wages: in whose interest?
- •II. Look through the text again and say what the secret of an ideal job is; what the sources of unemployment are.
- •III. Comment on the following proverbs. Choose one to express your viewpoint better. Account for your choice.
- •IX. Would you agree with the presented professional code of interpreters? What would you add or cross out?
- •Code of Professional Conduct and Business Practices
- •Interpreter code of ethics
- •Code of Ethics
- •Профессиональный кодекс члена союза переводчиков россии
- •X. Study the article. Agree or disagree. Are there any peculiarities of this job in your town/ city?
- •Tricks of the trade: tips for finding a translator
- •When Do You Need a Translator?
- •Finding a Translator
- •When Purchasing Translations – Ask the Following:
- •XI. From the following dialogue list the problems which interpreters can face in daily life.
- •Do you agree with the interviewee on the issues discussed?
- •Каково это – быть переводчиком?
- •XII. Think of some necessary tools of interpreters. Is pc indispensable in present day reality for adequate translation? What is your personal experience of using it for professional purposes?
- •Do you believe in future computer translation? What may be the typical errors of machine translation (give examples)?
- •Tour-guide
- •Key Notions and Words
- •XIII. Rules and Regulations.
- •Положение
- •1. Общие положения
- •2. Квалификационные требования к профессии гида-переводчика:
- •3. Квалификационные требования к профессии экскурсовода:
- •XV. Read the general description of tourist destinations paying special attention to the word combinations in bold type and their meaning.
- •1. Complete the expressions and collocations in these sentences, using words from the text above.
- •2. Look through the extracts from travel and tourist advertisements and complete the exercises following them
- •3. In your own words, say what they mean. Use a dictionary if necessary.
- •4. Use words from the extracts to fill the gaps, based on the words given in brackets.
- •5. Answer these questions
- •XVI. Professional Humour.
- •XVII. Look through the given ads.
- •1) Make up your own.
- •2) Write an application, advertising your services as a tour-guide.
- •XVIII. Write a letter advertising your services as an interpreter or a translator.
- •XIX. Write an essay, describing a day in the life of: a) an ordinary tour-guide; b) the chief of the tour/traveling agency (about 350 words). Use the following notes:
- •Project work Carry out your project work and make its presentation “Famous cities”.
- •Unit II. Professions Teachers and teaching
- •Laughter William Saroyan
- •Interpretation of the text
- •Key notions and words
- •Vocabulary exercises
- •VII. Translate from Russian into English.
- •VIII. Give three lexical exercises of your own based on three levels: word, word combination, sentence.
- •IX. Use appropriate grammar and vocabulary to make your speech more initiative, convincing, argumentative, emotional, imaginative:
- •X. Study the text and find Russian equivalents for the words in bold type. Translate the text from English into Russian. Teachers of english
- •XI. Translate from Russian into English paying special attention to the words in bold type. Не заставляйте их ходить в школу Может быть, тогда они перестанут создавать нам проблемы
- •Discussion exercises
- •The qualities of a teacher
- •V. Do profound reading of the text and express your opinion on the following:
- •What is education for?
- •What is it for you personally? an education for life?
- •The reality of teaching in a comprehensive school in 1986
- •VII. What might be the response of h.C. Dent to the authors of all above mentioned texts?
- •IX. Think over the technique of the text presentation:
- •X. Comment upon the following essays. Render their contents in your own words. Say whether your personal impressions coincide with the author's. A School Playground
- •In Praise of Teachers
- •Rules and regulations
- •XIII. Match the two halves correctly to make reasonable instructive rules and regulations:
- •XIV. Put the words in the correct order to make quotations of famous people:
- •XV. Choose several pairs of controversial quotations. Account for your choice finding evidence to support your answer.
- •XVII. What text, quotation, rule, proverb … corresponds to h.C. Dent’s points of view most of all? Prove it. How do they correspond to your personal opinion?
- •XVIII. Topical points for creative writing projects (essay, composition, article, verses, etc.):
- •Unit III. Language and Culture
- •How to be an alien g. Mikes (1912-1987) a warning to beginners
- •Here are some more texts by g. Mikes. How do they add each other? Prepare their analyses. Soul and understatement
- •The weather
- •Examples For Conversation For Good Weather
- •For Bad Weather
- •Key notions and words
- •Vocabulary Exercises
- •I. Translate the following sentences with active vocabulary from English into Russian. Make up your own sentences.
- •II. Match the words under column a with their synonyms under column b.
- •Ш. Translate the following sentences with particular care for the marked models: If smb does (did, had done) smth – smb will do (would do, would have done) smth; Should smb do smth – smb will do smth.
- •Discussion Exercises
- •IV. Read the following texts and say whether you agree or disagree with the author’s understanding of cross-cultural communication and the problems of it. Cross-cultural communication
- •Cultural kernels
- •The clash of cultures … and how to avoid it
- •Linguistic categories and culture
- •VI. Read and study the following article and then say how it proves the words given above. Point out the main features of a scientific text. Translate the article from English into Russian.
- •IX. Read the story and answer the questions following it. Discuss it with your group mates. Diary of a pilgrimage
- •XI. Read the following Russian article about mistakes made by translators, analyze them and translate the article form Russian into English. Ошибки переводчиков поднимают мертвых из могил
- •How to speak southern
- •How americans (mis) communicate
- •Understatement is a Women’s Weapon
- •Understatement Is the Right of the Strong
- •The Danger of the Understatement
- •A Creaky Wheel and a Protruding Nail
- •Do americans need to know russian
- •Целлюлит на всю голову
- •Чебурашки по бартеру
- •Язык все растворит!
- •1. Совсем не обязательно быть красноречивым.
- •2. Важно отношение.
- •3. Помни о соблюдении очередности.
- •4. Расширяйте свой кругозор.
- •5. Нужна легкость.
- •6. Будьте естественны.
- •Project work Choose among given topics for discussion the one you are interested in most of all. Carry out your project and make its presentation (pair, group or individual work).
- •U nit IV. Threats. Terrorism
- •The quiet american Graham Greene (1904-1991) Part III, Chapter 2
- •Interpretation of the text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •VI. Complete the text using the words below.
- •VII. Translate from English into Russian with particular attention to the marked words.
- •VIII. Translate from Russian into English with particular care for the marked words and meaning of modal verbs.
- •VIII. Study the text carefully, complete the tasks that follow it and retell. What are the causes and origins of terrorism?
- •A) Match the two halves:
- •B) Discuss the following questions:
- •IX. Read the text, discuss the style of writing it belongs to and consider its features. Fulfill the exercises after it. Essay on terrorism
- •A) Find the words in the text that mean:
- •B) Discuss the following points:
- •A) Find a proper Russian equivalent:
- •B) Fill in the gaps with a suitable word:
- •A) Make up derivatives from the words below.
- •B) Translate the sentences and explain how the meanings of the italicized words vary in different contexts .
- •Discussion exercises terrorism as a key notion
- •I. Carefully study the scheme and explain it.
- •Warfare
- •Anarchists
- •II. Read the text and complete the tasks that follow it. Terrorism: q & a
- •Is terrorism just brutal, unthinking violence?
- •Is there a definition of terrorism?
- •Where does the word “terrorism” come from?
- •Is terrorism a new phenomenon?
- •IV. Give a title to the text and respond to the following: what do you associate the term “terrorism” with and how are the acts of terrorism different from other acts of violence?
- •I. Study a brief chronology of the significant terrorist incidents /1970 - 2000/ and answer the questions after it.
- •Answer the questions:
- •Terrorism in the usa
- •I. Sequence the news story in a logical way and retell the key events in five sentences. Write your own headline. News story activity
- •Towering determination
- •In times of terror, teens talk the talk
- •Terrorism in russia
- •I. Define the genre of the text. What are the peculiarities of this genre? As a representative of Mass Media would you exaggerate the situation? What linguistic means would help you do it?
- •Трагедия беслана
- •В школах евросоюза почтят память жертв беслана
- •Reactions expressed in verse
- •Unit V. Threats. World disasters
- •Look at the progress we`ve already made Diane Goyle
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •VI. Write the vocabulary word on the line below the situation it best fits. Use each word once: anticipate / avid / cooperate / endanger / depletion / awareness.
- •VII. Match words with their definitions.
- •VIII. Translate from English into Russian with particular attention to the marked words.
- •IX. Translate from Russian into English with particular care for the marked words and the use of the passive voice.
- •Discussion exercises ecocatastrophe
- •I. Read the article and complete the tasks that follow it.
- •Answer the questions:
- •В россии обостряется паводковая ситуация
- •Угроза природной катастрофы в ульяновске
- •Technocatastrophe
- •I. Read the text and translate it into English attaching a special significance to the details. Крупная автокатастрофа в колумбии
- •Unit VI. Art the moon and sixpence William Somerset Maugham
- •Interpretation of the Text
- •Key Notions and Words Complete the list of the vocabulary using dictionaries and reference books, transcribe the words and practice their pronunciation.
- •Vocabulary Exercises
- •I. Translate the following sentences with active vocabulary from English into Russian. Make up your own sentences.
- •“Picnic”
- •Commentary
- •V. Put the sentences in correct order to make the description of a famous picture by Paul Cezanne (1883-1885) still life with soup tureen
- •Discussion Exercises
- •Вечная тайна джоконды
- •Questions:
- •The Science of Colour
- •The Impressionist Palette
- •The Impressionist Technique
- •Questions:
- •Questions:
- •XIII. Read the text and translate it into English. What is your personal understanding of this famous picture? квадрат
- •XIV. Here are some more Russian texts about painters and paintings. Translate them into English and share your opinion.
- •XV. What problems are raised in the article? What is your personal attitude towards them? the question of good vs. Bad art
- •XVI. What is truth in painting? Do you agree that there are still more Cezannes to come? truth in painting
- •Blowin’ in the wind
- •The sounds of silence
- •Библиографический список
VII. Translate from English into Russian with particular attention to the marked words.
She suddenly exploded with tears.
Many people were afraid to speak out because of fear of retribution.
I remember the sheer terror of those bombing raids.
Many infectious diseases have been virtually eliminated.
The negotiations failed, and war now seemed inevitable.
Activists and reformers are frustrated by the public’s lack of interest.
I find the whole scenario hard to conceive.
We are mourning the loss of our close friend.
They were treated for shock but no one was seriously injured.
He was frustrated to find no support among his friends.
Jim was eliminated from the tennis competition in the first match.
It was sheer insanity to steal the money.
We had to give up the castle to the enemy.
They were alive, but they had given up on themselves and on the possibility of a future.
The ex-senator was a casualty of the last election.
In my speech there is one paragraph which I should now cancel.
She expressed her horror at the crime.
I had a horror of becoming a moral policeman as much as of "doing church".
Was there much damage to the car?
This is a powerful demonstration of what can be achieved with new technology.
VIII. Translate from Russian into English with particular care for the marked words and meaning of modal verbs.
Были нанесены тяжелые потери силам врага.
Было совершенным безумием украсть эти деньги.
Может ли быть подозрение сильным оружием?
Трудная задача оправдания науки в глазах народа не должна перед нами больше стоять.
Если тело умерло, то слава может жить и поныне.
Мог ли сигнал тревоги прозвучать вовремя?
Полиция должна предупредить нас о теракте.
Только натренированный глаз может отличить одну картину от другой.
Им следует героически противостоять захватчику.
Идея о ядерной войне не должна вселять в людей страх.
VIII. Study the text carefully, complete the tasks that follow it and retell. What are the causes and origins of terrorism?
Comparisons are now made to the Japanese sneak attack on Pearl Harbor on December 7, 1941. But really the September 11, 2001, terrorist attacks are incomparable. In 1941, the armed forces of the Empire of Japan attacked the armed forces of The United States. On September 11, however, the terrorists did not attack our armed forces, but the American people as such. This is truly an unprecedented crime.
The Al Qaeda terror network is at war with us. These terrorists, quite clearly, hate us and seek to do us harm. Osama bin Laden has called it a holy duty binding on every Moslem to kill every American within reach. In other words, he believes genocide is justified. Such hate is difficult for Americans to fathom for we know ourselves to be a peaceable people. What, then, is the cause of such hatred? What are the grievances of the followers of Osama bin Laden which prompt them to commit mass murder of American civilians? Are they such that they could be appeased?
At a macro-historical level, the terrorists of Al Qaeda see themselves as holy warriors in the long history of conflict between Islam and the unbelievers – in particular, the unbelievers of the West, or Christendom. While we are now taught that the medieval Crusades were in their very nature in crime of intolerance (and it is surely true that the Crusaders committed innumerable shameful atrocities), we would do well also to recall that the Crusades were a belated act of strategic defense. For Mohammed was an “armed prophet”, as Machiavelli put it. In the seventh and eighth centuries, Arab armies swept across the Christian lands of North Africa, converting peoples at the point of the sword. Crossing over into Europe at the Straits of Gibraltar, they conquered nearly the whole of Spain, and their advance into Western Europe was stopped only at the Battle of Tours (in central France) in 732. Spanish Christians fought for centuries to reclaim their country and to defend against successive Muslim invasions, succeeding finally only in the fifteenth century, after hundreds of years. This Spanish victory, the final liberation of Christian Spain from what where, in effect, Muslim imperialists or colonialists, is referred to by Osama bin Laden in his videotaped response to the September 11 bombings as the “tragedy of Andalusia”.
Likewise in Eastern Europe, after the fall of Constantinople to the Turks in 1453, the nations of Christendom were threatened in the Balkans by successive Muslim invasions. In 1683, the Turks penetrated as far as the gates of Vienna, where they were defeated by the heavy cavalry of the Polish king Jan Sobieski. Centuries of war and popular uprisings in the Balkans eventually liberated Christian people from the “Turkish yoke.” By the end of the nineteenth century, the Ottoman Empire was the “sick man of Europe”, while Europe reached its imperialist zenith.
These are hardly “current events”, but it is necessary to revisit such history in order to understand the background to the grievances which animate Al Qaeda. Their deepest grievance is the wordly success of the West, or Christendom, and the relative decline in the power and prestige, the splendor and dynamism of Islamic civilization over the past four centuries.
By the First World war, nearly the whole of the Muslim world had fallen under one form or another of colonial administration by Western powers. Since the mid-twentieth century, the Islamic lands have recovered their sovereignty, but there has been little evidence of an Islamic civilizational renaissance. Instead, Islamic (and especially, Arab) societies remain backward, their economies stagnant even when artificially inflated with a glut of oil wealth, their political system corrupt. The seedbed of terror is a profound frustration with this state of affairs. While only a very few respond to this frustration with terrorism, the underlying frustration is widely shared in the Muslim world.
Some academic commentators shift the burden of argument, as it were. They alter the question about the origin and cause of terrorism to ask: Why have we Americans done to bring this hatred upon ourselves? They say that we can never eliminate the terrorist threat until we eliminate the “root causes” of terrorism, and it is suggested that America is complicit in these “root causes”. In this way, the terrorists are relieved of their responsibility for their actions while we are “held responsible” for an imputed complicity in the conditions which generate terrorism.
There is a major problem with such analysis. Osama bin Laden is himself a multi-millionaire, and his closet lieutenants are educated members of the professional classes. Those who fill the rosters of the Al Qaeda terrorist network appear to be drawn not from the “wretched of the earth” in Muslim lands, but rather from the privileged sons of the middle class. In many cases, they have benefited from international travel and Western education. Often, their family backgrounds are relatively secular, even modern. A wholesale redistribution of wealth to the poor of Arab lands would not appreciably affect the life prospects of those who are now drawn into a life of terror. Therefore, it is simply mistaken to view economics as the root cause which has mobilized these terrorists against us.
It is, however, fair to say that the political structures of the Arab world leave much to be desired when judged by our Western standards. Middle Eastern regimes are divided in the main between party dictatorships such as the Baathist regimes of Iraq and Syria; theocratic oligarchies such as the Taliban in Afghanistan, the Islamic Republic of Iran, and Sudan; military regimes such as Egypt and Pakistan; and hereditary monarchies such as Kuwait, Saudi Arabia, and Jordan. While the monarchial regimes have made modest experiments in democracy by instituting “consultative councils” rather than parliaments, there is a general – and justified – anxiety among Arab elites about democracy getting “out of hand”.
American academics who argue for more democracy in the Middle East must pause to consider exactly what sort of policies might be instituted by “democratic” regimes in the Arab world. The Taliban in Afghanistan, like the Nazis, also rode to power on popular support – and they at once proceeded to oppress minorities at home and harbor ruthless terrorists intent on murdering Americans abroad. Can America, can humanity, have any interest in seeing such a “democratic” outcome?
Some critics appear to believe that we have the responsibility, and the power, to utterly remake societies about which we obviously know very little. But America has never succeeded in “nation-building”. We were twice successful at what might be called “state-rebuilding” – in the cases of post-war Germany and Japan, but in both cases, unconditional surrender following American victory in total war was the enabling condition for our success. No such conditions now exist or are likely to exist in our dealings with Muslim states, including even Afghanistan. All political action confronts the fact of human free will, and America is not omnipotent; our political leaders know that, but some commentators appear unacquainted with this elementary reality.
Prudence is the first law of international relations, and prudence now dictates that we eliminate the immediate threat to American lives hiding in Afghanistan and in covert cells around the world. It may later prove necessary to widen our war to “end” other regimes that similarly support the terrorist war against us.
(From Rally For America.org)