- •Рецензенты:
- •Авторы:
- •1) Коммуникационные компетенции.
- •2) Коммуникативная компетенция владения иностранным языком1.
- •Часть 2
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Skim the text below and find the definition of hdi.
- •How to Make Globalization Work for the Poor
- •2.1.1. Comprehension Questions
- •2.1.2. Key Vocabulary
- •2.2.1. Notes
- •2.2.2. Comprehension Questions
- •2.2.3. Key Vocabulary
- •3.1.1. Comprehension Questions
- •3.1.2. Key Vocabulary
- •3.2. Scan the text below and find the facts proving that globalization influences local cultures. Globalization vs. Local Cultures
- •3.2.1. Comprehension Questions
- •3.2.2. Key Vocabulary
- •4.1.1. Comprehension Questions
- •4.1.2. Key Vocabulary
- •4.2. Skim the following text and explain what the term “multinational family farm” means. Protecting Family Farms
- •4.2.1. Comprehension Questions
- •4.2.2. Key Vocabulary
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2. Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (focus 3).
- •5.2.3. Give the Russian equivalents for the following words and expressions from the texts (focus 4).
- •5.3.1. Find the English equivalents in texts (focus 2) for the following Russian words and phrases.
- •5.3.2. Find English equivalents in texts (focus 3) for the following Russian words and phrases.
- •5.3.3. Find the English equivalents in the texts (focus 4) for the following Russian words and phrases.
- •5.4.1. Translate the following sentences into English, using the key vocabulary of the module, paying special attention to the words in bold type.
- •5.4.2. Translate the following sentences into English, using the key vocabulary of the module, paying special attention to the words in bold type.
- •5.4.3. Translate the following sentences into English, using the key vocabulary of the module, paying special attention to the words in bold type.
- •6.1. Render the following text in English.
- •6.2. Render the following text in English. Какую опасность несут глобальные информационные технологии?
- •6.3. Write an essay of 250 words covering the major challenges of globalization.
- •7.1. Topics for Oral Discussion
- •7.2. Topics for Round Tables
- •7.3. Surf on the Web to find information on the recent globalization progress. Make up a report on your findings.
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1. Study the Key Concepts. Sum up the major points. Key Concepts
- •Truisms and Terror
- •2.2.1. Comprehension Questions
- •2.2.2. Key Vocabulary
- •3.1. Study the Key Concepts. Sum up the major points. Key Concepts
- •3.2. Read the article about the nature of the threat posed by Al-Qaeda today and discuss the roots of Islamic extremism with your group mates. Three Lessons from London
- •3.2.1. Comprehension Questions
- •3.3.3. Key Vocabulary
- •3.4. Study the Key Concepts. Sum up the major points. Key Concepts
- •3.5. Read the text below. Combating terrorism
- •3.5.1. Comprehension Questions
- •3.5.2. Key Vocabulary
- •3.6. Skim the following text to define bioterrorism. Preparing for the Worst: Bioterrorism
- •3.6.1. Comprehension.
- •3.6.2. Key Vocabulary
- •4.1. Look through the text to find what it is about. Read the text paying attention to every detail. Safer by degrees
- •4.1.1. Comprehension questions
- •4.1.2. Key Vocabulary
- •5.1.1. Match the words and phrases with their Russian equivalents.
- •5.1.2. Match the words and phrases with their Russian equivalents.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (focus 3 - 3.1).
- •5.2.3. Give the Russian equivalents for the following words and expressions from the texts (focus 3 - 3.4).
- •5.3.1. Give the English equivalents (focuSes 2-4) for the following Russian words and phrases.
- •5.4.1. Translate the following, using the key vocabulary of the module (focus 1/ focus 2).
- •5.4.2. Translate the following, using the key vocabulary of the module (focus 3/ focus 4).
- •6.1. Render the following article in English. Sum up the English version of 6.1. Some useful vocabulary:
- •Глобальная паутина террора
- •6.2. Render the following article in English. Террорист – национальный герой Америки. Был… Его звали д.Купер
- •6.3. Write an essay of 250 words covering the subject of the module.
- •7.1. Topics for Oral Discussion.
- •7.2. Read the summary of the World Economic Forum.
- •7.3. Surf on the Web to find recent information on terrorism. Make up a report on your findings.
- •1.2. Lead-in Discussion. Answer the following questions.
- •2.1.Scan the article and say how Americans feel about nutrition. Fat America
- •2.1.1. Key Vocabulary
- •2.1.2. Now read the above article once again and answer the following questions.
- •2.2. Skim the text and find the facts the author uses to prove how smoking affects a human body. Giving Up Smoking – What You Can Do About It
- •2.2.1. Key Vocabulary
- •2.2.2. Comprehension Questions
- •3.1. Look through the text given below and say what all these recommendations have in common. Best tips and recommendations for you to keep your weight under control and maintain healthy life-style
- •1. Give yourself 10 good reasons.
- •5. Stop the “what, crumbs have calories?” syndrome.
- •12. Go international.
- •13. Write before you bite.
- •14. Friend-proof your program.
- •16. Power up with a partner.
- •17. Eat with awareness.
- •18. Go ahead – have your favorite foods.
- •19. Practice the never-miss-a-meal habit.
- •20. Try the 10-minute solution.
- •3.1.2. Comprehension Questions
- •3.2. Skim the text and distinguish the factors influencing the quality of our food described by the author. What Food Is Good For us?
- •3.2.1. Key Vocabulary
- •3.2.2. Comprehension Questions
- •4.1. Look through the text and say, what facts prove that exercise is so vital for a human body. Exercise – Why Is It So Vital?
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •4.2. Skim the text and compare those indicators described in the text with those which make you feel stressed. Stress - Stamp it out and Ease the Pressure
- •4.2.1. Key Vocabulary
- •4.2.2. Comprehension Questions
- •5.1.1. Match the words and phrases with their definitions.
- •5.1.2.Match the words and phrases with their definitions.
- •5.1.3. Match the words and phrases with their definitions.
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (focus 2).
- •5.4.2. Paraphrase the following sentences using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following sentences using the key vocabulary of the module (focus 4).
- •6.1. Translate the following text into English making use of the key vocabulary of the Focus 2. Единственный в мире совершенно здоровый народ
- •6.2. Render the following text in English. Try to make use of the relevant vocabulary you studied in this module. Почему мы переедаем?
- •6.3. Write an essay of 300-350 words on a healthy life-style you think is the best. Focus on either healthy eating or exercises.
- •7.1. Topics for Oral Discussion
- •7.2. Look into the following statements and agree or disagree with them.
- •It’s been a hard day at work. After leaving the office you…
- •What your score means
- •1.1. Express your point of view on the following questions.
- •1.2. Look through the text below. The Fundamentals – Genes and Genetics
- •1.3. Lead-in Discussion. Answer the following questions.
- •1.4. Key Vocabulary
- •2.1. Read the text below and find in what ways genetic engineering affects agriculture. Genetic Engineering (ge) and Traditional Breeding Methods: a Technical Perspective
- •2.1.1. Comprehension Questions
- •2.1.2. Key Vocabulary
- •2.2. Read the text below and explain the author’s point of view concerning ge food; explain the title of the article.
- •Filling Tomorrow's Rice Bowl:
- •Genetic Engineers Are Applying Their Skills
- •To Tropical Crops
- •Three into Four Will Go
- •2.2.1. Comprehension Questions
- •2.2.2. Key Vocabulary
- •3.1. Read the text and find the facts proving that ge foods represent certain danger for people The Difference between Traditional Breeding Methods and Genetic Engineering
- •3.1.1. Comprehension Questions
- •3.1.2. Key Vocabulary
- •3.2. Skim the text below and find the facts proving that ge is very profitable. How to Clone a Tasty t-Bone
- •Source: Time, 2006, July 10
- •3.2.1. Comprehension Questions
- •3.2.2. Key Vocabulary
- •Focus 4
- •4.1. Read the text below and find the facts proving that safety assessment of ge foods is essential for people’s health.
- •Inadequate Safety Assessment of ge Foods
- •Why did this unreliable assessment method appear?
- •4.1.1. Comprehension Questions
- •4.1.2. Key Vocabulary
- •4.2. Skim the text below and say what its essence is.
- •4.2.1. Comprehension Questions
- •4.2.2. Key Vocabulary
- •5.1.1. Match the words and phrases with their equivalents (focus 2).
- •5.1.2. Match the words and phrases with their equivalents (focus 3).
- •5.1.3. Match the words and phrases with their equivalents (focus 4).
- •5.2.1. Give the Russian equivalents for the following words and expressions from texts (focus 2).
- •5.2.2. Give the Russian equivalents for the following words and expressions from texts (focus 3).
- •5.2.3. Give the Russian equivalents for the following words and expressions from the texts (focus 4).
- •5.3.1. Find the English equivalents in texts (focus 2) for the following Russian words and phrases.
- •5.3.2. Find English equivalents in texts (focus 3) for the following Russian words and phrases.
- •5.3.3. Find the English equivalents in the texts (focus 4) for the following Russian words and phrases.
- •5.4.1. Paraphrase the following, using the key vocabulary of the module (focus 2).
- •5.4.2. Paraphrase the following, using the key vocabulary of the module (focus 3).
- •5.4.3. Paraphrase the following, using the key vocabulary of the module (focus 4).
- •6.1. Render the following text into English using the active vocabulary. Научные факты опасности генной инженерии
- •6.2. Write an essay of 300-500 words on the challenges of genetic technologies in modern world.
- •6.3. Render the following text into English using the active vocabulary. Продовольственная безопасность населения России: состояние, тенденции, проблемы
- •6.4. Write an essay of 300-500 words on the food problems Russia comes across.
- •7.2. Topics for Round Table Discussions
- •7.3. Surf on the Web to find information of genetically modified food. Make up a report on the recent developments in the sphere.
- •Vocabulary Index
2.2.1. Comprehension Questions
When did terrorism become a truly global phenomenon and what enabled it to do so?
Do the existing definitions draw a sharp boundary between international terrorism and aggression, or between terror and resistance?
Is it possible to work out a single international legal definition of “terrorism”?
Was 9/11 a disaster waiting to happen?
What targets were attacked? How many people were killed as a result of the terrorist acts?
Who was suspected of the attack? Who was the prime suspect?
How did September 11 change national priorities?
What do you know about other terrorist attacks? What do you know about Moscow hostage taking? Who was blamed for the attack? How many people were held hostage? Did the Government of Russia meet the terrorists’ demands? What measures were taken to rescue the hostages?
What do you know about Madrid bombings? How many people were killed and injured in the attack? Who was to blame for the attack? Did any terrorist group admit responsibility for the attacks?
What do you know about the school seizure in Beslan? Were the lives of hostages saved? Why did the Russian authorities rule out the use of force? What did the terrorists demand?
2.2.2. Key Vocabulary
|
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
|
axis of evil |
ось зла |
|
|
deliberately adv |
умышленно; преднамеренно |
|
|
war on terror |
война с терроризмом |
|
|
defeat terrorism |
победить терроризм |
|
|
resist aggression |
противостоять агрессии |
We learned from those early defeats in World War II that we must remain vigilant and always prepared to resist future aggression, and that the nations dedicated to freedom must stand together |
|
attain a goal |
достигать цели |
Initially people must make a commitment to attain a goal because it will not affect performance without this commitment |
|
hijack v |
похищать (судно, самолет) |
There are some people who hijack a plane or a ship, and do so to apply pressure upon the country to which this plane or ship is headed |
|
terrorism n
|
терроризм
|
|
|
terrorist adj |
террористический |
|
|
physical destructiveness |
физическое уничтожение |
Modern terrorism uses a more indirect approach in which targeting is more indiscriminate and casualties and physical destructiveness are far greater than ever |
|
assassination n |
убийство (особ. политическое) |
Israeli cabinet minister calls for assassination of Hamas leaders in Gaza |
|
reach peak |
достигать пика |
Many scientists and other experts warn that we are approaching the time when production of these fuels will reach its peak, and start to decline |
|
intimidation n |
запугивание; устрашение |
It is essential for the intimidation of government critics to stop if respect for human rights is to be safeguarded |
|
coercion n |
принуждение, применение силы |
The government needs coercion to enforce a “rule of law”, like law against killing, stealing, bombing, kidnapping, etc. |
|
instill v |
внушать; вселять |
The very word “terror” means fear, to terrorize a people is to instill fear for the purpose of controlling the direction of a society, its laws and policy |
|
rescind v |
аннулировать; расторгать |
We will rescind anti-terrorism legislation because it violates civil and political rights, and results in racial profiling |
|
legitimacy n |
законность |
George W. Bush went to war against Iraq believing that the legitimacy of his actions was guaranteed both by the merits of America’s case and the purity of its motives |
|
deprive v |
лишать |
|
|
denunciation n |
порицание, осуждение |
|
FOCUS 3