
- •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
A) Match the two halves:
Fathom |
Wisdom and care |
Atrocity |
Repayment for damages |
Stagnant |
To understand |
Glut |
Having unlimited power |
Complicit |
Oversupply |
Imputed |
Involved as an accomplice |
Appreciably |
Noticeably |
Getting “out of hand” |
Not moving or growing |
Recompense |
Extremely evil and cruel action |
Omnipotent |
Attributed to or credited with |
Prudence |
Becoming out of control |
B) Discuss the following questions:
What are the historic grievances between Muslims and Europeans?
According to the text, is poverty one of the causes of terrorism?
Is “democracy “ a simple solution to the Middle East?
What do you think America` s role in the Middle East should be?
IX. Read the text, discuss the style of writing it belongs to and consider its features. Fulfill the exercises after it. Essay on terrorism
One of the many depressing features of the present crisis is that we do not have an adequate vocabulary for describing it. Are we at “war”? Have we suffered a “military attack”? Is the Taliban our “enemy”? Or is it rather that a “crime” has been committed, and we ought to seek United Nations help and “use diplomatic means to bring the criminals to justice”?
Our inability to describe the situation is a symptom of a deeper misperception. Most of the public discussion I have heard in both the United States and Europe is based on the belief that because our actions are a result of the eleventh of September, that is what they are about, that we should primarily be seeking justice or revenge or some such. Nothing could be further from the truth.
Our actions should be directed at, for example, the 18th of July 2008. On that date six teams of terrorists working at six major American cities simultaneously detonate nuclear bombs whose parts have been carefully smuggled into the country over the years and whose assemblies and detonations have been coordinated. That attack kills over five million Americans. The nuclear attack is itself the follow up to several years of germ and biological warfare. Those who wish to kill us learn from their mistakes. Just as the 2001 attack on the World Trade Center benefited from the mistakes of the 1993 attack, so the anthrax pandemic, of 2003 benefits from the blunders made by the early primitive mailbox anthrax of 2001. However, even after the pandemic of 03, it is obvious that anthrax is an inefficient method of biological genocide, because it is treatable. It is not until the PTP germ warfare of late 2003 and 2004 that fatal and untreatable germs are introduced in sufficient quantities to produce over a million U.S. fatalities. These weapons had been prepared in Iraqi laboratories in the years following the abandonment of UN inspections.
If these scenarios seem to you exaggerated, ask yourself what you would have said if someone had told you on September first that within two weeks the World Trade Towers would cease to exist. Or better still read the New York Times. On October 28th it reported a Muslim cleric as claiming that “Islamic extremists… had bought more than twenty nuclear warheads and were paying Soviet scientists to break them into chips that could be carried in suitcases.”
Given the certainty that these people wish to destroy us, and the probability that they will use increasingly effective explosive, chemical, biological, and nuclear means to do it, what is an intelligent response on our part?
1. We need to give up on the fantasy that we are going to find bin Laden in a cave, and when we do so, our troubles will be over. Unless he is betrayed by his confederates or is very stupid, it is very unlikely that we will capture or kill Osama bin Laden. When the Taliban falls he will slip away to some other friendly haven. And even if we should be lucky enough to capture or kill him, that is not the end of the conflict. There will be plenty of others, perhaps reinspired by his martyrdom to take up where he left off.
2. We need to give up on the illusion that there is some policy change on our part that will change the attitude of the terrorists. Short of all of us converting to an extreme version of fundamentalist Islam and driving all the Israelis into the sea, there is no policy change that will alter their determination to kill us. The policy changes that are urged on us – stop the bombing, use the United Nations, etc. – might peel off some of their moderate supporters but will not weaken the resolve of the terrorists.
3. We need to remove, one by one, those governments that continue to give the terrorists a territorial base, organizational support and financial aid. That, I take it, is what we are now trying to do in Afghanistan. Perhaps if we inflicted a stunning defeat on the Taliban and installed a broad based government, other nations in the region would get the message, and diplomatic means alone would lead them to drive the terrorists out into the open. Does that sound likely to you? Much more likely is a long and bitter struggle in Afghanistan and several other such struggles elsewhere. The point of the struggles is that without a territorial base, the terrorists are reduced to a gang of criminals on the run. As long as they have a territorial base they can continue to hit us at the times and places, and with the means, of their choosing.
4. While we, alone with the British, are going to do most of the fighting, we need to keep reminding other governments and especially Islamic governments that we are all in this together. Our enemies want to make the conflict appear to be between America and Islam. We must continue to fight against any such misperception.
5. We need to understand the motives of our adversaries. Both sides survived the cold war because both sides wanted to live. This conflict is different. Our adversaries are members of a death cult, who, as one of their leaders said, “want to die the way Americans want to live”.
6. Perhaps most important, we need to get an intellectual grip on the structure of history of the events that are unfolding. The conflict did not start on September 11th. It has been going on for over thirty years. One of the reasons for our present predicament is that our responses to earlier assaults were so feeble. The taking of the hostages in Iran, the Lockerbie bombing of Pan Am 103, the destruction of our embassies in Africa, the bombing of the destroyer Cole, the attempted assassination of former President Bush, the 1993 bombing of the World Trade Center – all were met with no, or only limited and inadequate, relation. Given this history, September 11th should not seem surprising. It should seem inevitable. Our greatest need is to understand the nature and permanence of the struggle we are now in.
(By John R. Searle, Mills Professor of Philosophy University of California, Berkeley)