- •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
3.2.1. Comprehension Questions
Why does globalization often mean “Americanization”?
How do U.S. restaurant chains affect local eating habits and traditions?
What traditions have changed in China as a result of the marketing strategy of McDonald’s?
How does the French government protect local cultural industries?
Why does the United States play the leading role in cultural globalization?
What factors put the U.S. movie industry in a dominant position?
3.2.2. Key Vocabulary
ENTRY |
TRANSLATION |
EXAMPLES AND NOTES |
versus prep, Latin (сокр. v. или vs.) |
против (юр., спорт.) |
|
viability n |
жизнеспособность; живучесть, жизнестойкость |
viability of locally made products – жизнеспособность товаров, производимых внутри страны Syn. vitality |
displace v |
вытеснять, замещать; отстранять, смещать |
|
disrupt v |
разбить(вдребезги), разрывать, разрушать; подрывать, нарушать |
|
exposure n (to smth) |
подвергание внешнему воздействию; контакт, соприкосновение |
|
identity n |
индивидуальность, своеобразие, отличительная черта, особенность |
national identity – национальные особенности |
mores n Latin pl |
нравы, обычаи, традиции, повадки (животных) |
|
homogenization n |
гомогенизация (приведение чего-либо разнородного к состоянию однородности) |
homogenization of world culture – гомогенизация мировой культуры |
integral adj |
неотъемлемый, существенный; являющийся важной составной частью |
|
crepe n |
тонкий блинчик |
Crepe is a kind of a light thin pancake popular in France. |
pastry n |
выпечка, мучные кондитерские изделия (пирожные, печенье и т.п.) |
|
crowd out v
|
вытеснять, замещать, заменять |
Syn. displace We wanted to print your letter in the newspaper, but it was crowded out by important news |
peer n |
ровня, равный (по положению, статусу); ровесник, сверстник |
you will not find his peer – вы не найдете ему равного |
formula n |
рецепт |
standard formula of coffee – стандартный рецепт кофе |
festivities n pl |
празднества, торжества |
Syn. celebration
|
impose v (on, upon) |
навязывать |
to impose one’s views on smb. – навязывать кому-либо свои взгляды |
evolve v |
развиваться, эволюционировать |
society evolved through the ages – общество развивалось на протяжении веков |
incur v |
навлекать на себя, подвергаться чему-либо |
|
affluent adj |
богатый; изобильный, обильный |
|
recoup v |
возмещать, компенсировать |
Syn. compensate to recoup a person for loss/damage – возмещать кому-либо убытки |
merit n |
заслуга, достоинство; pl качества |
he was rewarded according to his merits – он был вознагражден по заслугам |
box-office receipts n pl |
кассовые сборы |
The box-office receipts exceeded 2 million US dollars |
FOCUS 4
4.1. Skim the text below and find the arguments for and against globalization. Scan the text and explain the author’s point of view that due to globalization tragic events in a distanced country can have powerful impacts on a person unlike it used to be at the times of Adam Smith.
Cultural Impact of Globalization
Critics of globalization charge that the phenomenon, especially through pop culture, is perpetrating a kind of cultural genocide on the world – that the largest, most dominant cultures are becoming larger and more dominant at the expense of many others. In this view, globalization is in fact another word for Americanization.
However, others argue that globalization offers the potential to enrich the world culturally. To these people, the notion that the opportunities for cultural exchange brought about by globalization can help promote tolerance and diversity is very attractive. Their vision is the multi-cultural “global village”, where ideas and practices can be freely exchanged and appreciated.
The potential enlightenment of the global village can be contrasted with the way people tended to view other nations and cultures ages ago. In the 18-th century, Adam Smith, the father of economic theory, noted the detachment of emotion caused by distance:
“Let us suppose that the great empire of China, with all its myriads of inhabitants, was suddenly swallowed up by an earthquake, and let us consider how a man of humanity in Europe, who had no sort of connection with that part of the world, would be affected upon receiving intelligence of this dreadful calamity… If he was to lose his little finger tomorrow, he would not sleep to-night; but, provided he never saw [the Chinese people killed by an earthquake], he will snore with the most profound security over the ruin of a hundred millions of his brethren, and the destruction of that immense multitude seems plainly an object less interesting to him, than this paltry misfortune of his own” (The Theory of Moral Sentiments, 1759).
Smith’s point was that no matter how sympathetic this 18th-century European might be to the plight of others, a tragic event so far away could not affect a person on an emotional level unless they had a more real connection to the event.
Globalization has changed this dynamic, in sometimes quite powerful ways. In today’s world, foreign policy decisions are sometimes driven by television images beamed around the world by satellites showing famine or fighting in other nations. In this context, globalization enables a newscaster to humanize an event overseas. As Adam Smith might have observed, seeing images of starving children and other human suffering on television creates a much more powerful emotional reaction in an observer than reading in a newspaper that 100,000 people have died as a result of a natural disaster overseas.
The CNN Effect
This indifference about people in foreign countries noted by Adam Smyth can be very different today, due in part to globalization (though this is clearly not always the case). Foreign policy decision-makers have discovered that press coverage on wars, famines, and other events overseas can have powerful impacts on popular opinion at home. Public outrage over atrocities or sympathy at suffering can generate significant public pressure to governments to respond.
In 1984, a British television documentary about the famine in Ethiopia led a group of pop artists in Britain to organize a charity event on behalf of the victims. Led by Bob Geldof, the singers and musicians recorded a song, “Do They Know It’s Christmas?”, and held a concert that raised nearly $15 million for relief efforts.
The U.S. government in 1992 was induced to intervene militarily in Somalia to help avert a famine. Administration officials at the time cited one of the reasons they felt that action necessary was due to immense public pressure that had been generated based on news coverage of this crisis. Similarly, the Clinton Administration, trying to resolve a very complex and bloody conflict in the Balkans, often noted that images on the news of killings there had a significant impact on their decisions.
Source: Culture and Globalization.
Режим доступа: http://www.globalization101.org
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