- •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
2.1.1. Comprehension Questions
Do all countries integrate into the global economy evenly?
What effect did inward-oriented policies make on the economies of many Latin and African countries?
What does the term “globalization” mean?
Does the widening income gap between rich and poor countries indicate the increasing poverty?
What risks can integrating countries be exposed to?
What is one of the key goals of the work on the international financial structure?
Who reaps the benefits of globalization?
2.1.2. Key Vocabulary
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
evenly adv |
равномерно; гладко, ровно |
The paste should be spread evenly to an exact depth. - Тесто должно быть гладко раскатано на одну толщину |
outward-oriented adj |
ориентированный на внешний мир |
outward-oriented policy – политика / курс, направленный на развитие внешних связей |
inward-oriented adj |
направленный внутрь |
inward-oriented policy – политика, ориентированная на использование внутренних потенциалов |
living standards |
жизненный уровень, материальное благосостояние |
Living standards greatly depend on the economic situation in the country. |
contrast n
|
различие; сопоставление |
By / in contrast to / with smb/smth – в отличие от, по сравнению с, в противоположность In contrast to his predecessor, Bush had little appetite for foreign travel. |
development n mainly pl |
событие |
|
volatile adj |
непостоянный, изменчивый, переменный |
|
reverse v |
изменять, менять; изменять на прямо противоположное |
|
embrace v |
принимать; избирать, выбирать |
This suggestion will not be embraced by all. – Это предложение не будет принято всеми. He embraced a soldier’s life. – Он избрал военную карьеру. |
flow n |
поток |
|
average adj |
средний |
|
per capita Latin
|
на человека, на душу населения |
|
decade n |
десятилетие |
The gap in incomes has been widening for many decades. – Разница в доходах увеличивается в течение многих десятков лет. Note. Не следует давать перевод словом «декада» во избежание путаницы, т.к. в русском языке «декада» означает десять дней |
life expectance, life expectancy |
средняя продолжитель-ность жизни |
Life expectancy may have increased but the quality of life for any has not improved. – Средняя продолжительность жизни, возможно, увеличилась, однако, качество жизни для многих не улучшилось. |
inference n |
вывод, заключение |
We made the inference that she had been wrongly accused. – Мы сделали заключение, что ее обвинили ошибочно. |
inflation-adjusted adj |
с поправкой на инфляцию |
the inflation-adjusted income levels – уровни доходов с поправкой на инфляцию |
markup n |
наценка, надбавка |
|
perception n |
понимание, осознание, осмысление |
сlear perception – ясное понимание |
withdrawal n |
отзыв, отозвание; изъятие; взятие назад; увод, удаление |
|
incentive n |
побуждение, стимул |
|
abolition n
|
отмена, аннулирование (договора, закона и т.п.) |
|
2.2. Scan the text and find definition of “a European melting pot”. Skim the text and explain why developed globalized countries do not want to tolerate “a melting pot for minorities and immigrants” any longer.
The End of Tolerance
The world has long looked upon the Dutch as the very model of modern, multicultural society. Open and liberal, the tiny seagoing nation that invented the globalized economy in the 1600s prided itself on a history of taking in all comers, be they Indonesians or Turkish, African or Chinese.
How different things look today. Dutch borders have been virtually shut. New immigration is down to a trickle. The great cosmopolitan port city of Rotterdam just published a code of conduct requiring Dutch be spoken in public. Parliament recently legislated a countrywide ban on wearing the burqa in public.
What’s going on here? Weren’t the Dutch supposed to be the nicest people on earth, the most tolerant nation in Europe, a melting pot for minorities and immigrants since the Renaissance? No longer, and in this the Dutch are once again at the forefront of changes in Europe. This time, the Dutch model for Europe is one of multiculturalism besieged, if not plain defunct.
Denmark’s Minister of Cultural Affairs said, “We have gone to war against the multicultural ideology that says that everything is equally valid”. These days he speaks for most Europeans. Danes, and Dutch, and a few other countries might be well on their way to creating multiethnic societies. But make no mistake: they are no longer willing to tolerate a European melting pot – a broadly multicultural society – where different cultures live by widely different norms.
What that portends for Europe is emerging in fits and starts. The common ground is a realization that past models of integration have failed. French Interior Minister said, “The French way of integration no longer works”, meaning France’s long-held pretense that its strict public secularism could erase differences and make newcomers “French”. Thus the Minister unveiled a new immigration law, a virtual copy of Dutch regulations. He plans to introduce highly selective immigration, testing for the “assimilability” of those it admits. A new “contract of welcome and integration” stipulates learning French and looking for a job in return for 10-year residence permits and discrimination protections. Immigrants failing to respect basic Western values face deportation.
In particular, Europeans are concerned about Islamist hostile to Western values and the very idea of integration itself. Dutch Integration Minister, one of several top politicians under death threats from Islamists, plans courses for imams to train in citizenship and Western values.
Will such measures advance the ultimate goal of building a “Euro Islam” more compatible with Europe’s values? Unlikely, perhaps, as long as only 5% of the imams in Europe’s 6,000 mosques are educated in Europe. After decades of neglect, Germany and France have finally set up a small number of Islamic departments at public universities to turn out locally acculturated preachers.
But if Europeans aim to build multiethnic societies that play by their rules, they’ll also have to get their head around the fact that this new world will be multireligious, too – a fact that poses awkward challenges. Over much of Europe, for example, established Christian churches enjoy special state privileges and subsidies. Most mosques, by contrast, are hidden in converted shops or tenement apartments.
Until such double standards can be abolished and a new equality established, Europe’s new toughness will feel like forced integration. “It’s a form of creating a second-class citizenship”, says Director of the Center for the Study of Ethnicity and Citizenship in Bristol. “All the burden of change is placed on the immigrant.”
It’s also clear that if Europeans want their immigrants to behave like Europeans, then they must be willing to accept them as Europeans, too. That’s where many societies that long thought of themselves as culturally homogenous have problems. But given the immigrant and demographic trajectories of Europe’s future, there is little choice but to try.
Source: Newsweek, March 2006
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