- •Unit 1 What is globalization Key terms:
- •Text 1 The concept of globalization
- •I. Vocabulary
- •II. Answer the questions
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 From diatribe to dialogue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •VI. Render the article
- •Unit 2 Globalization of world economy Key terms
- •Text 1 Surprise! Тhe balance of economic power in the world is changing. Good.
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text:
- •IV. Suggested activities for students:
- •Text 2 Rich man, poor man
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text
- •IV. Suggested activities for students:
- •V. Render into Russian
- •Unit 3 The usa and the world Key terms
- •Medicaid (in the us) – a federal system of health insurance for those requiring financial assistance.
- •Text 1 From sea to shining sea
- •I. Vocabulary
- •II. Answer the questions:
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 The isolationist temptation
- •They take our jobs
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 4 American economy Key terms
- •Text 1 Red tape and scissors
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •The economy depends about as much on economists as the weather does on weather forecasters.
- •IV. Suggested activities for students:
- •Text 2 Losing faith in the greenback How long will the dollar remain the world's premier currency?
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 5 Monetary cooperation: The imf Key terms
- •Text 1 The imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversy about the imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 6 a closer look at the imf Key terms
- •Text 1 The imf, World bank is a major cause of Poverty in Africa
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Not even a cat to rescue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 7. International organizations Key terms
- •Text 1. The origins and growth of International organizations
- •I. Vocabulary
- •II. Answer the questions
- •III. Comment on the following quotations
- •IV. Suggested activities for students:
- •Text 2. Roles that igOs play
- •Interactive Аrеnа
- •Independent International Actor
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and the quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 8. The European Union Key terms
- •Text 1 Focus on the European Union
- •I. Vocabulary.
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •VI. Suggested activities for students:
- •Text 2 Future of the European Union
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Read the texts and comment on their headings and answer the following questions:
- •Big Brother is still watching Prospective members get their knuckles rapped
- •V. Suggested activities for students:
- •Unit 9 Integration of European countries in the eu Key terms:
- •Text 1 The Norwegian opinion23
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Europe, Russia and in-between Russia's “near abroad” is becoming Europe's neighbourhood
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 10 The United Nations Key terms
- •Text 1 Focus on the un
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •If the United Nations is a country unto itself, then the commodity it exports most is words. (Esther b. Fein)
- •If the United Nations is to survive, those who represent it must bolster it; those who advocate it must submit to it; and those who believe in it must fight for it.” (Norman Cousins)
- •IV. Suggested activities for students:
- •Text 2 The un’s activities
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 11 The un in the 21st century Text 1 Courage to fulfil our responsibilities By Kofi a. Annan (December 04th, 2004)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The spirit of principled pragmatism By Ban Ki-moon (November 15, 2007)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 12 The International Law Key terms
- •Text 1 International law and world order
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The relevance of International Law
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 13 Human Rights Key terms
- •Text 1 The nature of human rights
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Many rights, some wrong The world's biggest human-rights organization stretches its brand
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 14 Human-rights law Key terms:
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversies and culture
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Part III Text for additional reading Globalization – an unstoppable force?
- •From City-States to a Cosmopolitan Order
- •Was he a Keynesian?
- •In the long run, we are still confused
- •Ever higher society, ever harder to ascend
- •It's sticky out there
- •Denial or acceptance
- •That empty-nest feeling The World Bank, founded to fight poverty, is searching for the right role in places that need its help less and less
- •Rigged dialogue with society
- •What Lisbon contains
- •Turkey and the eu: Norwegian or British model?
- •Unruly neighbours
- •The un's missions impossible
- •War crimes and international justice. Always get your man Bringing war criminals to justice is a slow business. But the net is widening
- •Stand up for your rights
- •Television on trial
- •Part IV Additional texts for rendering Глобализация как объективный процесс
- •“Антиглобалисты” - это такое ругательство
- •Шанс для новой парадигмы в мировой политике
- •Критическая массовость
- •За здоровый американский образ жизни
- •Всемогущий доллар обречен?
- •Мы надолго стали беднее
- •Евросоюз начинает жить по-лиссабонски
- •Россия и ec в разных координатах времени
- • Россия должна подать заявку в Евросоюз
- •Реорганизация Объединенных Наций
- •Эпоха ответственности
- •День прав человека
- •Право - для человека
- •Appendix 1
- •Appendix 2
- •Interrupting the speaker
- •Introduction
- •Interpreting information
- •Introducing arguments
- •Introduction
- •Appendix 3
- •Group discussion worksheet
- •Group leader worksheet
- •Audience shift of opinion ballot
- •Group discussion (individual participant)
- •Group discussion (group leader)
- •Group discussion (group as a whole)
- •Debate assignment
- •Bibliography
I. Vocabulary
A. Translate the following words and word combinations into Russian:
on a voluntary basis; to hold back; popular support; to track opinion; numerous indications; to be unintelligible to smb; inertia; annual growth; GDP (gross domestic product); GDP per capita; to benefit from; immense potential; economic circumstances; common currency; longstanding differences; to substitute smth for smth; to drive up prices on smth; spike; the increase in trust (upsurge of trust); to ebb to smth; margin of … percent; to substantiate; identity; diversity; reference point; impinge on; merchandise export; plurality (weak plurality); cumbersome structure; pivotal issues;
В. Find in the text English equivalents for:
Активно развивать политическую и экономическую интеграцию; единая внешняя политика и политика госбезопасности; экономическое неравенство; финансово-бюджетная политика; вводить в обращение (о деньгах); искусственно поддерживать курс валюты/цену; на фоне обвинений в плохом управлении и назначении на посты по знакомству; националистические настроения;
II. Answer the questions:
How do the Europeans feel about the EU?
What is the reason for such fluctuation in their attitude? (Give your opinion as well)
How can it be proved that the Europeans support EU integration?
What was the reason for the Convention on the Future of Europe to convent?
Describe the situation with the EU GDP.
What are the obstacles in the sphere of economy to overcome?
Which countries are not in the euro zone?
What can be said about satisfaction with EU institutions?
Speak about political identity
What are the relations between the EU and Germany? How do common people asses its influence?
Enumerate the problems with the EU's expansion.
III. Comment on the following quotations:
The policy of European integration is in reality a question of war and peace in the 21st century (H. Kohl)
"If I had been present at the creation, I would have given some useful hints for the better arrangement of the Universe" (Alfonso the Wise, King of Castile)
We can never prove that a continent-wide collection of independent, fully sovereign European democracies would not behave in the same broadly pacific way without the existence of any European Union. May be they would, but would you care to risk it? (Timothy Garton Ash)
One basic formula for understanding the Community is this: ‘Take five broken empires, add the sixth one later, and make one big neo-colonial empire out of it all.’ (Professor Johan Galtung)
IV. Read the texts and comment on their headings and answer the following questions:
What are the texts aimed at?
How do they contribute to our understanding of the EU (its institutions; demands for would-be members; public attitude, etc)
When is a banana a banana?
Many people consider Europe the epicurean center of the world, and the EU's "food fights" bear out the intensity of that continent's decision toward gastronomical policy.
During onе discussion in the Council of Ministers in 2002 over а proposal to locate new EU food safety agency in Finland, Italy's Prime Minister Silvio Berlusconi argued that it should be put in Parma, Italy, on the grounds that "Parma is synonymous with good cuisine. The Finns don't even know what prosciutto is," Prime Minister Guy Verhofstadt of Belgium pointed out reasonably that "the gastronomic attraction is not argument for the allocation of an EU agency," And President Jacques Chirac of France asked aloud, "How would it be if Sweden got an agency for training models, since [it has such] pretty women?" Berlusconi was unpersuaded. "My final word is no," he proclaimed, and the conferees put off the decision until after lunch.
The many tales of attempts by bureaucrats to regulate everything, which have become part of the political lore of Europe, have also often included skirmishes over what food can be called.
Many Europeans reacted with bemusement, for example, at the EU's banana contretemps. The details аrе slippery, but it all stemmed from а bunch of regulations promulgated by the EU bureaucracy that, among other things, specified that imported bananas had to be at least 5.5 inches long and 1.1 inches wide, and could not be abnormally bent. Great Britain, where archeologists uncovered the remains of а banana skin dating back to the mid-1400s, was especially offended. "Brussels bureaucrats proved yesterday what а barmy bunch they are – by outlawing curved bananas. The crazy laws were drawn by thumb-twiddling chiefs who spent thousands on а yearlong study," protested the British newspaper, the Sun. An EU spokesperson rеplied that while, indeed, bananas of abnormal shape could not be imported, that "in no sense" meant that EU regulation banned "curved bananas because а curve is а normal shape for а banana".
Onсе the Europeans аgreed on what a banana was, they also agreed to impose lower tariffs on bananas from their former colonies than on bananas from other places. That drove Americans bananas because many of those other places were Caribbean and Central American countries with close ties to the United States. Washington then butted heads with the EU by threatening to retaliate by barring cashmere and other EU products. This got the goat of Scottish cashmere producers. In the end, the two economic superpowers were able to escape the horns of this dilemma by agreeing that the EU would gradually end its preferences for its bunch of favored countries and equally admit the bananas from the U.S.-favored bunch of countries.
The reputation of Eurocracy was further darkened by the chocolate imbroglio. Having decided that bananas could indeed be bent, at least somewhat, and in the right places, policymakers turned to the sticky issue of what constitutes chocolate. The battle line was drawn between the eight EU countries that rеquire chocolate to consist entirely of cocoa butter and the other seven EU members that allow up to 5 percent vegetable oil chocolate. Representing the purists, the head of the Belgian chocolate company Godiva proclaimed that only " 100 percent chocolate should be called... chocolate." Answering back for the non- doctrinaire chocolatiers, а representative of Great Britain's largest chocolate-maker, Cadbury, urged, "Let's celebrate Europe's regional diversity and recognize that there are different ways of making chocolate". The purists won the first round when the European Parliament voted З06 to 112 in favor of their position. But the war wasn't over, for the European Council of Ministers had to make the final gooey decision. "Whatever we do will be attacked from onе side or the other," an EU spokesperson has complained. Compromise was the sweet solution. An early 2000 ruling declared that chocolate with vegetable oil could be shipped throughout the EU. Moreover it could be labeled chocolate, but only in the seven nonpurist countries. In the purist eight, it would have to be labeled "family milk chocolate." Not that it has anything to do with families or milk. Ah well, as Forrest Gump mused, "Life is like а box of chocolates."
Give Russian equivalents
on the ground that; to be unpersuaded; conferee; to put off the decision until; political lore; to be involved in a skirmish; contretemps; to outlaw, to ban, to bar; thumb-twiddling (thumb-twiddler); spokesperson; to drive bananas; close ties to; to retaliate (+ against; for); to get one's goat; to escape the horns of dilemma (to be between….); to darken one's reputation; imbroglio
Sex and the single currency
No one loves Europe's prospective single currency more than the Italians. Three- quarters are "very happy" about monetary union, say opinion pollsters. This year they uncomplainingly paid а hefty "tax for Europe" so that they could join it. There is even а prime-time television programme, Maastricht Italia, devoted to extolling the euro. Theу love it, all right; but do they know what it is?
Not if you believe а survey recently published in Il Mondo. The newspaper said that only 21 % of Italians know that the future single currency is called the euro. Slightly fewer get half-credit for identifying it as the ecu, а basket-currency that is а forerunner to the euro; and 59% haven't а clue what the object of their desire is called. Theу have even less idea where its headquarters will be. Only 0,2% managed to identify Frankfurt as the site of the future European central bank. Quite а few Italians, according to another poll, think the euro is а nickname for the European Union or а satellite television station.
Do Italians know less than other Europeans? Apparently, though Eurobarometer, the EU's pollster, does not ask Europeans what the single currency is called "as widespread knowledge of the name euro is now taken for granted".
There is other evidence that ardour and ignorance go together. According to Eurobarometer, the countries that deem themselves well informed about monetary union (cool-headed northerners like Denmark, Finland, Germany and Britain) are the most euro-skeptic. The enthusiasts (Italy, Greece, Spain) admit to being ill-informed. These hot-blooded southerners are about to discover what happens when kerbside seductions turn into lifelong commitments.
Give Russian equivalents
monetary union; to pay a hefty tax; to extol the euro; to get half-credit; a basket currency; a forerunner to smth; ardour and ignorance; a euro-skeptic; to be ill-informed; life-long commitments;
