UNIT 3. GLOBALISATION
Start up
Exercise 1. Look at the pictures. What is globalisation for all these people?
A B
C D
E F
Exercise 2. Is globalisation a positive or negative phenomenon? Make a list of positive and negative effects of globalisation. Discuss in the class.
Vocabulary
Exercise 1. Fill in the gaps using the word below.
a) globalisation |
b) market |
c) technological advances |
d) inequality |
e) stagnates |
f) competition |
g) poverty |
h) integrate |
23
1)Most of the innovations from the __________ have very important effects on the lives of peoples of the world.
2)_________ is a process of global economic, political and cultural integration.
3)It is a difficult task for poor countries to reduce ___________ without rich countries' supports.
4)The result of globalisation is a new commercial reality – the emergence of global
____________ for standardized consumer products.
5)Nations are going to have a major problem if economic growth ___________.
6)____________is the most serious problem facing the world.
7)Countries that __________globally without first strengthening domestic institutions run the risk of hurting the rest of the country.
8)Many people work well under __________. Others find it stressful and even debilitating.
Exercise 2. Match a word in A with a definition in B.
|
A |
|
B |
1 |
globalisation |
a |
unfriendliness or opposition |
|
|
|
|
2 |
trade |
b |
cease developing; become inactive |
|
|
|
|
3 |
hostility |
c |
resulting in good |
|
|
|
|
4 |
inequality |
d |
high technologies |
|
|
|
|
5 |
stagnate |
e |
difference in size, degree, circumstances, etc.; lack of equality |
6 |
technological |
f |
the tendency for the world econ m to work as n unit, led by large |
|
advances |
|
international companies doing business all v r the world |
|
|
|
|
7 |
exchange |
g |
combine one thing with another to form a whole |
|
|
|
|
8 |
beneficial |
h |
the action of buying and selling goods and services |
|
|
|
|
9 |
integrate |
i |
the activity of striving to win something by establishing superiority over others |
|
|
|
|
10 |
competition |
j |
give something and receive something of the same kind in return |
|
|
|
|
Exercise 3. Read the passage about transportation and globalisation. Translate it into Russian. Work with a dictionary.
Transportation technologies also improved with the start of the 20th Century when transatlantic ships became safer and faster and airplanes were produced. First propeller driven passenger plane began service in 1919 between London and Paris. Jet plane and television of 1950’s were also important steps toward greater globalizations. The first reliable transatlantic telephone cable TAT-1 was laid in 1956. 1957 marked the most important step in the history of globalization when USSR launched its Sputnik as the first man-made satellite. Satellites made it possible to build a fully reliable global network, compensating the radio networks’ ionosphere fading problem. However global networks still required stronger global networks with solid connections. The first transatlantic fibre cable TAT-8 was laid in 1988 for faster and reliable networks.
Globalisation through Technology. Free online research papers. http://www.freeonlineresearchpapers.com/globalization-through-technology
Exercise 4. Read the following passage. Render it in English. Follow the instruction in Appendix 2. Work with a dictionary.
#, , |
«"-) !» % #$& #-& ! +6 + |
'# ) |
#- & |
|
# , + |
7$,$ , |
$& # & # & 3 ! |
& # )-) ! |
|
'#- . & $# ' ! ) 0 (% $#' # ) +. "-) ! ' #& % &( & / # ! ! & ! & + * &05 '# "#- +, '# % .!3 % % . '#$# 3 53 ! *-& % *$ '# #, * 6 ! ' $* !
24
& # + , # + |
+ (. & &0 7& '# ) |
-# ' # ' . |
|||
) & *$+ & ,( 1990- . |
|
|
|
||
"-) ! |
|
' #& . # & |
" "3 , . # . ( /$& #( |
||
#- & !, " 06 -* , & /$& # & % *$+, |
'$0$ " ' * & |
||||
. & # |
& # )-) 5 7$, *$+ |
. !& 0 &. |
|||
"-) ! |
'# "# & & "3 & |
-*, |
'$0$ |
# 6 #! & |
|
# / *$5 , " 0 &0 / # , . # . "3 ! * *$+ , (.
. . ! !
" ! " !, 2006. http://economy-lib.com
Listening and speaking
Exercise 1. Before you listen to the speech about globalisation by Barak Obama on CNN try to predict what important issues he will mention. Choose from the list below.
1) technology
2) global workforce competition
3) immigration
4) how to tie the globalization
5) American workers
6) American market
7) educational system
8) leadership
Exercise 2. Watch the CNN video. Clap your hands when listen to the following words.
globalisation, competition, business, trade
Exercise 3. Make a plan of the Obama’s speech (listen again if necessary). In small groups decide about the principles of preparing a good public speech.
Exercise 4. Choose one of the topics given and deliver your own speech in the class (about 2 minutes). Use the clichés from Appendix 3.
1)Global engineering workforce.
2)Russia in a global society: prospects of the development.
3)Developing countries: out of poverty.
Writing
Exercise 1. Read about mind mapping. Work in small groups and create a mind map to generate ideas about impacts of globalisation.
A mind map is a graph and nodes are in hierarchical order and direct relation to each other (see Figure 1).
25
Figure 1. A mind map
Mind mapping are nowadays used by millions of people for brainstorming, note taking, document drafting, etc. Words in a mind map should specify the author’s expertise and fields of interest. In contrast to text documents, a mind map probably contains less stop and other irrelevant words.
The following pieces of advice may help you to create a good mind map.
1.Take a blank piece of paper, A4 or larger.
2.Use the paper in landscape orientation.
3.Start in the centre.
4.Make a central image that represents the topic about which you are writing/thinking:
•Use at least three colours.
•Keep the height and width of the central image to approx. 2” or 5 cm (proportionately larger for bigger paper).
•Allow the image to create its own shape (do not use a frame).
5.The main themes around the central image are like the chapter headings of a book:
•Print this word in CAPITALS or draw an image.
•Place on a line of the same length
•The central lines are thick, curved and organic i.e. like your arm joining your body, or the branch of a tree to the trunk.
26
Blank paper allows 360º of freedom to express the full range of your cortical skills, whereas pre-drawn lines restrict the natural flow of your thoughts.
Words and images have more space in the direction we write, so they don’t bump into margins as quickly. Thoughts start in the centre of our mental world.
A picture is worth a thousand words. It opens up associations, focuses the thoughts, is
fun and results in better recall:
•Colours stimulate the right cortical activity of imagination as well as capturing and holding attention.
•This size gives plenty of space for the rest of your Mind Map, while making it large enough to be the clear focus of the topic.
•The unique shape makes it more memorable and enjoyable. A frame makes the centre a monotony of shape and disconnects the branches.
The main themes, connected to the central image on the main branches, allow their relative importance to be seen. These are the Basic Ordering Ideas (BOIs) and aggregate and focus the rest of the Mind Map:
•Printing (versus cursive) allows the brain to photograph the image thus giving easier reading and more immediate recall.
•Word length equals line length. An extra line disconnects thoughts, length accentuates the connection.
•Curved lines give visual rhythm and variety and so are easier to remember, more pleasant to draw and less boring to look at. Thicker central lines show relative importance.
•Connected to the image because the brain works by association not separated, disconnected lines.
•Connect directly to the central image.
6.Start to add a second level of thought. These words or images are linked to the main branch that triggered them. Remember:
•Connecting lines are thinner.
•Words are still printed but may be lower case.
7.Add a third or fourth level of data as thoughts come to you:
•Use images as much as you can, instead of, or in addition to the words.
•Allow your thoughts to come freely, meaning you ‘jump about’ the Mind Map as the links and associations occur to you.
8.Add a new dimension to your Mind Map. Boxes add depth around the word or image.
9.Sometimes enclose branches of a Mind Map with outlines in colour:
Enclose the shape of the branch and hug the shape tightly.
Use different colours and styles.
10.Make each Mind Map a little more:
•BEAUTIFUL
•ARTISTIC
•COLOURFUL
•IMAGINATIVE
and
•DIMENSIONAL
11.Have fun!
Add a little humour, exaggeration or absurdity wherever you can.
Your initial words and images stimulate associations. Attach whatever word or image is triggered. Allow the random movement of your thought; you do not have to ‘finish’ one branch before moving on:
•Connected lines create relationships and a structure. They also demonstrate the level of importance, as from a branch to a twig.
•he size and style of the letters provide additional data about the importance and meaning of the word/image.
Your brain is like a multi-handed thought-ball catcher. The Mind Map allows you to catch and keep whatever ‘thought ball’ is thrown by your brain.
To make some important points stand out.
The outlines will create unique shapes as you find in clouds and will aid your memory:
These provide immediate visual linking. They can also encourage follow-up and remind you of action you need to take.
They can also show connection between branches by using the same colour outline.
Your eyes and brain will be attracted to your Mind Map:
•It will be easier to remember.
•It will be more attractive to you (and to others as well).
Your brain will delight in getting the maximum use and enjoyment from this process and will therefore learn faster, recall more effectively and think more clearly.
http://www.mind-mapping.co.uk
Exercise 2. Choose one of three topics given below and create your own mind map.
1)Different modes of transport: travel globally.
2)Globalisation in developed and advanced countries: challenges of sustainable future.
3)Differentiation or globalisation: pros and cons?
27
Key words |
|
|
advanced country |
#- & ! |
|
beneficial |
( . (+, '-(+, '# "( 0 (+ |
|
brainstorming |
,- + 6& #, (, & . # ) . + ' & , |
|
|
$ $& " . ! '# " , '# ' + |
|
|
" . (. ! # & # 6 !) |
|
company |
$,' !, / #, |
|
competition |
$ $# ) ! |
|
cultural diversity |
$0& # #-"#- |
|
developing country |
#- 53 ! ! |
|
dimension |
#-, # |
|
division of labor |
#-. . |
|
exchange |
", |
|
foreign currency |
! |
5& |
global community |
, # "3 & |
|
globalisation |
"-) ! |
|
immigration |
,, # ) ! |
|
inequality |
# & |
|
integrate |
"1 . !&0; & # # &0 |
|
international transactions |
, . # . ( . ( ' # ) |
|
landscape orientation |
0" , ! (#-& 0 !) # & ) ! )( |
|
living standards |
# 0 - , , & # 0 " & ! |
|
market |
#($ |
|
market forces |
#( * ( ( (( '# . ! '#) |
|
mind map |
&$&-$#& |
|
multinational corporations |
, ) 0 ! (, 0& ) 0 !) |
|
(MNCs) |
$#' # ) !, ; |
|
poverty |
" . &0 |
|
reverse direction |
, !&0 '# , "# & '# , |
|
|
'# & ' '# |
|
stagnate |
% . &0 ! |
& ! -& !, & # &0 |
technological advances |
& % *$+ '# # |
|
the World Trade Organisation |
, # ! & # ! #-) !, |
|
(WTO) |
(, . # . ! '# & 0 & ! #-) !, |
|
|
'#- ! # # &0 '# ( , . # . + |
|
|
& # ; -. 1994 .) |
|
trade and financial flows |
6 & # ( / ( ' &$ |
|
transnational corporations |
) 0 ! $#' # ) !, |
|
(TNCs) |
|
|
wealth |
, & # 0 ( ) &, " & & ; " & ! |
|
Checklist
Assess your progress in this unit. Say which statements are true about you.
1)I can discuss pros and cons of globalisation.
2)My listening and reading are good enough to understand most of each text in this unit.
3)I can use clichés in my public speech.
4)I know how to draw a mind map.
28
UNIT 4. HISTORY OF THE RAILWAY TRANSPORT
Start up
Exercise 1. Match the various types of engines (1–4) with the pictures (A–D).
A B
C D
1)water-powered engine,
2)wind-powered engine,
3)steam engine,
4)internal combustion engine (diesel, petrol, electric, jet).
Exercise 2. Read the following sentences and say which type of the engine is described.
1)In this engine fuel ignites and burns inside the engine itself and not in a furnace.
2)This engine is very economical; it doesn't need fuel to function. But it is dependent on the weather.
3)In this engine there is a furnace and a boiler. The furnace is filled with wood or coal and then lit. The fire heats the water in the boiler and when it boils, it turns into steam.
4)It was a wheel but a very small one. Long wide wooden blades were attached to it. The wheel was driven by the wind.
5)This engine is an ordinary wheel with blades fixed to it and the current of a river turned it. It was used for irrigating fields.
6)This engine is lighter and smaller than a steam engine because it doesn't have a boiler. It is more powerful than a steam engine because it uses better-quality fuel: petrol or kerosene.
7)This engine is the most ecologically friendly one, because it doesn't pollute environment with exhausted gases.
8)This engine is now used in automobiles, diesel locomotives and motor ships.
29
9) This engine is the most powerful, because the gases in it reach the temperature of over a thousand degrees.
Vocabulary
Exercise 1. Match the words in A with their translation in B.
A |
B |
1) cast iron |
a) . & 0 # ! |
2) concrete sleeper |
b) & * ( ' & |
3) narrow gauge |
d) " & ! 6' |
4) steam engine |
c) -$! $! |
5) internal combustion engine |
e) , % . ' #& # . & |
6) wooden sleeper |
f) * |
7) self-propelled vehicle |
g) ' # + . & 0 |
8) tramways |
h) . # ! ! 6' |
Exercise 2. Choose the correct word or words and translate the sentences.
1)The invention of the [fuel; double-track railway; steam engine] aroused great interest; it was much spoken and written about.
2)The underground is a very convenient [means of transport; form of transport; vehicle] but it does not suit me because I live a long way from the station.
3)Airplanes are not able to [move; carry; pull] a lot in weight and are used mainly for transporting mail, people and valuable [goods; passengers; freight]. [Heavy; light; narrow] loads are usually transported by freight trains.
4)Electric train can be [driven; propelled; powered] either by electric locomotive or by motor cars.
5)The driver of the [steam locomotive; vehicle; electric car] may be fined by the police officer if he violates the traffic rules or drives under the influence of alcohol.
6)The first [electric; jet; steam] locomotives were not strong and they often broke down.
7)George M. Pullman not only [required; invented; replaced] the sleeping car, he also was the first to design and build the [restaurant car; wheel; steam engine].
8)There were many passengers at the airport on New Year’s Eve as many flights were [delayed; required; prevented] because of the snowstorm.
9)As the railways now have a [standard gauge; narrow gauge; broad gauge], it is possible to travel over several lines without changing bogies.
Reading and Translation
Exercise 1. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve.
The Oldest Railway in Russia
The first Russian railway built by the Viennese engineer, Franz Anton Ritter von Gerstner, was a short experimental line of about 50km from St.Petersburg to Pavlovsk, established by Imperial decree of 21st March, 1836, with a 6ft gauge, the line opened throughout in 1839. The railway was experimental only in the sense that it was not clear at the time if either the line or the locomotives would be able to stand up to the Russian winter for Gerstner had always envisaged it as the first section of a much wider network linking Moscow and St.Petersburg and connecting the manufacturing centres of the country. Construction of the St.Petersburg-Moscow railway, begun in 1843, was entrusted to a Russian engineer. From the beginning the builders faced many hardships because of severe climatic and difficult
30
geological conditions. The track was laid down through forests and marshes and many rivers were crossed. It should be noted that the line is virtually straight and level. 185 bridges and 19 viaducts were built to make the line as straight as possible. There is a legend that the route of the railway was chosen by the tsar Nikolay I, who took the map and the ruler, drew a straight line between the two cities on the map and ordered this line to be the route of the railway. But the fact is that the construction of the line was preceded by long and thorough surveying work. This railroad connected the city with Moscow in 1851. St. Petersburg became a major Russian railroad junction, serving as the end port of the system of inland waterways which snaked their way through European Russia's north-western region.
Exercise 2. Render the following passage in English.
/ ) 0 * & & !, *& & 0 & -(% . # * 0 & ., $. "( ' < #$0$! -! . #, . 6 ! & #" #
< #$, , $,. .$ . + & & 0 & ' # ( -( . #
' ! 0 # (% - . % & ! # |
$) XVIII – * XIX . |
|
-. 0 . ! ' # -$ # .( # .$ |
' # # " &( 53 - .(. ,(, |
|
'# , * & 0 (, -. 0 & & 0 & |
1834 . & 0$, - . |
|
, %$, # ' (, -+ . # ' # (, |
' # -,. * |
|
6 #$ -. # & 0 & |
|
"( ' $ -, & |
26 ! #! 1857 . |
$ - , * ! ' & 0 & -(% . #, $& #( "( |
!- & ) |
,' # ) 0 (, # + , (, 0 ,, |
" & +$, 5 (, ' #& ,, &$ -' . + # ) +. |
|
) , -. # & 0 & |
+$+ ,' # |
|
& # + |
|||
' XIX & & ! 6 * 0 ' 6. )(, ' & 6 & ! ' , |
||||||
& |
% 3 &0 ! . " & , #$% '-. , * , & ' 6 % 6 +) #$, |
|||||
, #$ $,. «& 6 & &0 -+ . # + |
. 6 '# !&: |
|||||
% .!3 ! ' & |
. ! '-. ' # $( & )( |
# & # ( |
||||
, |
'# % .!& |
/# )- $ , )$ ; |
%-# & # % |
' . 5& |
||
#$6 (+ ".. -. # ( & ) |
0, |
' ( , |
, # . |
|||
'# . & !5& " + '#- . $& » – ' , -' . # ' +$ ' & 6 & $ . $#( 0 & -' . (% " 5. & + & *$ -*
-. # & 0 & : , ' % , 5, '- . &0 # , 5 , «&. ( . !» «,-, # (, ) , &$+ ,' #».
http://www.rzdp.ru/engine/glossary/stroitelstvo_zheleznih_dorog.html
Speaking
Exercise 1. Speak about old trains. Give an answer to the following question in 5–6 sentences.
Do you like old trains? Why/Whynot?
Key words |
|
boiler |
' # + $& |
carry goods |
' # -&0 & #( |
cast iron |
* |
concrete sleeper |
" & ! 6' |
delay |
-. # &0, &$.( &0 |
31
double-track railway |
. ' & ! -! . # |
freight |
#- |
fuel |
& ' |
furnace |
' *0 |
gauge |
$! |
internal combustion engine |
. & 0 # ! |
invent |
-"# & &0 |
jet |
#$& (+ |
marsh |
" & |
narrow |
-$! |
petrol (UK) |
"- ("# &.) |
propel |
&$&0 ' # ., . &0 |
pull |
&! &0 |
replace |
-, !&0 |
self-propelled vehicle |
, % . ' #& # . & |
steam engine |
' # + . & 0 |
surveying work |
-($! |
tram ways |
& * ( ' & |
vehicle |
' #& # . & |
water-powered engine |
.! + . & 0 |
wind-powered engine |
+ . & 0 |
wooden sleeper |
. # ! ! 6' |
Checklist
Assess your progress in this unit. Say which statements are true about you.
1)I can speak about old train.
2)I can use past tenses and prepositions in my speech.
3)My listening and reading are good enough to understand most of each text in this unit.
4)I can use key words to discuss the history of railways with my groupmates.
UNIT 5. THE RAILWAY TRACK
Start up
Exercise 1. What is the main difference between the railway and all other modes of transport? Choose the most suitable answer from the list below:
a)The vehicles can reach high speeds.
b)The vehicles cannot leave the track.
c)The vehicles have wheels.
d)The vehicles use diesel engines.
32