- •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
Three into Four Will Go
Most plants use an enzyme called rubisco to convert carbon dioxide (CO2) into sugars containing three carbon atoms—a process known as C3 photosynthesis. But at temperatures above 25°C, rubisco begins to bond with oxygen instead of CO2, reducing the efficiency of the reaction. As a result, certain plants in warm climates have evolved a different mechanism, called C4 photosynthesis, in which other enzymes help to concentrate CO2 around the rubisco, and the initial result is a four-carbon sugar. In hot, sunny climes, these C4 plants are half as efficient again as their C3 counterparts. They also use less water and nitrogen. The result, in the case of staple crops, is higher yields in tougher conditions: a hectare of rice, a C3 plant, produces a harvest of no more than eight tonnes, whereas maize, a C4 plant, yields as much as 12 tonnes.
Turning a C3 plant into a C4 one, though, is trickier than conferring flood resistance, since it involves wholesale changes in anatomy. C4 plants often absorb CO2 from the air in one type of cell and then convert it to sugars through photosynthesis in another. C3 plants, by contrast, do both jobs in the same place.
John Sheehy, one of IRRI's crop scientists, plans to screen the institute's collection of 6,000 varieties of wild rice to see if any of them display a predisposition for C4 photosynthesis. Other researchers, meanwhile, are trying to isolate the genes responsible for C4 plants' unusual anatomy and biochemistry. A few years ago, geneticists managed to get rice to produce one of the enzymes needed for C4 photosynthesis by transplanting the relevant gene from maize.
The task, admits Robert Zeigler, IRRI's director, is daunting, and will take ten years or more. But the potential is enormous. Success would not only increase yields, but also reduce the need for water and fertilisers, since C4 plants make more efficient use of both. Other important C3 crops, such as wheat, sweet potatoes and cassava, could also benefit. If it all works, a second green revolution beckons.
Source: The Economist, 2006, December 7
Size: 4,168 characters with spaces
2.2.1. Comprehension Questions
What are the reasons that urged scientists to use modern genetic techniques to improve rise yields?
What is the most ambitious project as far as rice is concerned? What does it consist in?
Why is it considered to improve yields?
How long will it take to work out this project?
What are the crops or produce that most often become the aim of such genetic technologies? Could you think of any others?
2.2.2. Key Vocabulary
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
paddy fields |
рисовые поля |
|
projection n |
проектирование; план, проект |
|
convert v |
превращать, переделывать обращать (на путь истины, в другую веру) |
|
urban sprawl |
рост городов за счет сельской местности |
|
strain n |
натяжение, растяжение; напряжение; тех деформация |
|
yield n |
урожай, сбор плодов; размеры выработки, выход |
|
immersion n |
погружение, осадка |
|
enzyme n |
энзим, фермент |
|
screen v |
прикрывать, защищать; просеивать, сортировать; демонстрировать на экране |
|
predisposition n |
предрасположе-ние, склонность |
|
relevant adj |
уместный, относящийся к делу |
|
daunt v |
укрощать; устрашать, запугивать; обескураживать |
|
embrace v |
обнимать(ся); воспользоваться (случаем, предложением); принимать (веру, теорию); включать в себя |
|
turn one’s noses up at sth |
отказаться принять что-то |
|
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