- •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
3.1. Study the Key Concepts. Sum up the major points. Key Concepts
Bipolarity – term employed by scholars of International Relations to describe the post-war order before the USSR fell apart in 1991, leaving the United States as the only sole superpower.
Unipolarity – theoretical notion that takes as its working assumption the fact that the United States has now become the only major power in the world.
Al-Qaeda
Al-Qaeda was established by Usama Bin Laden, son of a billionaire Saudi family, in the late 1980s to bring together Arabs who fought in Afghanistan against the Soviet invasion. It helped finance, recruit, transport, and train Sunni Islamic extremists for the Afghan resistance. The current goal of the organization is to establish a pan-Islamic Caliphate throughout the world by working with allied Islamic extremist groups to overthrow regimes it considers “non-Islamic” and expelling Westerners and non-Muslims from Muslim countries. It issued statement under the banner of “The World Islamic Front for Jihad against the Jews and Crusaders” in February 1998, saying it was the duty of all Muslims to kill U.S. citizens – civilian or military – and their allies everywhere.
Source: Kurt M. Campbell, Michele A. Flournoy “To Prevail”
Jihad - literally means to “struggle in the way of God” or “to struggle to improve one's self and/or society”. It is sometimes referred to as the sixth pillar of Islam, although it occupies no official status as such. Within Islamic jurisprudence, jihad is usually taken to mean military exertion against non-Muslim combatants but there are other ways to perform jihad as well. In broader usage and interpretation, the term has accrued both violent and non-violent meanings. It can imply striving to live a moral and virtuous life, spreading and defending Islam, and fighting injustice and oppression, among other things. In the languages of non-Islamic cultures, the term is usually used to refer to Muslim 'Holy War' or any violent strife invoking Allah.
Source: Wikipedia
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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
The name – Al-Qaeda, the base – hasn’t made sense in years, at least not since al-Qaeda training camps were incinerated in the post-9/11 strikes on Afghanistan. But jihadism is an especially centrifugal force, flinging adherents across borders until what we still notionally call al-Qaeda exists everywhere and nowhere, more an impulse than an organization. Men and boys with small lives and big hopes for the afterlife visit jihadist websites, meet like-minded rejects at the local mosque, pay a visit to one of the overseas imams known for radical preaching and then – well, no one can say for sure.
Those who track jihadists can’t tell you where or when the next strike will come. The location, targets and timing of the 7/7 bombings do, to differing degrees, provide lessons about the nature of the threat posed by al-Qaeda today – and how it’s changing. Here are three of the big ones:
Lesson No.1
Europe is burning
The attacks on 7/7 were a reminder that Europe is, more than ever, a center of the threat. That’s partly because European nations like Britain have a tradition of welcoming immigrants from North Africa and Pakistan. The children of those immigrants – many of them jobless and ghettoized in insular suburban tracts or city centers – often feel alienated from the ambient permissiveness of London or Paris.
They are the lumpen jihadists. “Today Europe is facing a Europeanized form of jihad,” says Eric Denece, director of the French Center of Intelligence Research in Paris. “These are young men who were born and grew up in Europe. They look like normal Europeans; and they harness this seething anger and sense of righteous outrage in a manner adapted to what they see as jihad in Europe.”
For the U.S., it’s the second-generation European Muslims – most of them European Union citizens – who are a security risk. “As E.U. citizens, they’re eligible for U.S. visa waivers, which means they can represent a direct threat to the U.S.,” says Robert Leiken of the Nixon Center. “Local groups that are already in place, that grew up in Western Europe and can conduct surveillance for multiple bombings without arousing a great deal of suspicion – this can be an enormous problem.”
Lesson No.2
The enemy adapts
Time, of course, works to the terrorists’ advantage. The other lesson underscored by the London bombings is that despite losing their command-and-control structures, the terrorists have adjusted. After Richard Reid’s foiled attempt to detonate the bomb in his shoe on an American Airlines flight in December 2001, jihadists have mostly avoided hard targets such as planes and government buildings. Instead they attack nightclubs, hotels – and commuter rails.
Bin Laden, who is incommunicado anyway, isn’t required to authorize such comparatively minor maleficence but merely to inspire it. “The Old Guard is all gone,” says a German security official. “We are no longer dealing with the generation [that trained in Afghanistan], a close group of activists who knew each other. We are now dealing with a generation which has kept a low profile.” A French official adds that this generation is “learning without leaving” – training to become jihadists right at home, through videos and the Internet. Some radical propaganda videos are now even shot or subtitled in English so Western Muslims who don’t speak Arabic can understand them.
It’s inevitable that in the wake of the London attacks, authorities in major cities will step up security measures to guard against subway bombings. But it’s just as inevitable that the terrorists will shift tactics in response. There is plenty of evidence, for instance, that al-Qaeda cells are interested in getting their hands on a small amount of biological, chemical or radiological weaponry, with the intent of producing a giant death toll from a soft target. Imagine if the London bombs were filled with anthrax of sarin.
Lesson No.3
Look beyond Iraq
If the London attack limned al-Qaeda’s limitations and strengths, it has not yet helped clarify what role the Iraq war has played in helping or hurting the jihadist movement. We know that some of the Madrid terrorists had watched videotaped messages from Abu Mousab al-Zarqawi, al-Qaeda’s leader in Iraq. Did he also help inspire the London attackers? Jihadists groups in Saudi Arabia and other Muslim nations say they have found it easier to lure new recruits because the American invasion has encouraged a climate of social approval for radical Islamist. And it’s virtually certain that some terrorists are improving their homegrown skills with live combat training in Iraq.
On the other hand, the roots of Islamic extremism in Europe go back much further than the beginning of the Iraq war. After all, al-Qaeda was originally founded in the 1980s to depose the Saudi monarchy, and that goal remains very important. In London, North African extremists were preaching at the Finsbury Park mosque well before 9/11. And France, which has the largest Muslim population in Europe, has battled Muslim extremism for decades. Finally, as Bush Administration officials point out, every jihadist who gets killed in Iraq is one more who won’t be plotting in Barcelona or Jakarta or Los Angeles. Denece describes the scores of European terrorists who have ended up in Iraq as “cannon fodder.”
Now that extremists have attacked in Madrid and London, one hope is that the larger, law-abiding Muslim communities in Europe will more effectively marginalize their radicals. A British intelligence expert says British Muslims seem to be hardening towards jihadists in their midst.
But the most enduring lesson terrorism experts have learned is that a movement as far-flung as Bin Ladenism can’t easily be contained. “It’s been a constant truth in this discipline that by the time you’ve figured out what Islamists are up to, they’ve already moved on to something else,” the French official says.
Source: Time, July 18, 2005
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