Practise reading modern press: Методические рекомендации по выработке навыков чтения англоязычной прессы для студентов исторического факультета

ÌÈÍÈÑÒÅÐÑÒÂÎ ÎÁÐÀÇÎÂÀÍÈß ÐÎÑÑÈÉÑÊÎÉ ÔÅÄÅÐÀÖÈÈ ÂÎËÃÎÃÐÀÄÑÊÈÉ ÃÎÑÓÄÀÐÑÒÂÅÍÍÛÉ ÓÍÈÂÅÐÑÈÒÅÒ

Ò.Þ. Ñòàíêîâà

Practise reading modern press Ìåòîäè÷åñêèå ðåêîìåíäàöèè ïî âûðàáîòêå íàâûêîâ ÷òåíèÿ àíãëîÿçû÷íîé ïðåññû äëÿ ñòóäåíòîâ èñòîðè÷åñêîãî ôàêóëüòåòà

Âîëãîãðàä 2003

Ðåöåíçåíò êàíä. ôèëîë. íàóê, äîö. êàô. ïðîôåññèîíàëüíîé èíîÿçû÷íîé êîììóíèêàöèè ÂîëÃÓ Í.À. Ñûòèíà

Ñòàíêîâà Ò.Þ. Practise reading modern press: Ìåòîäè÷åñêèå ðåêîìåíäàöèè ïî âûðàáîòêå íàâûêîâ ÷òåíèÿ àíãëîÿçû÷íîé ïðåññû äëÿ ñòóäåíòîâ èñòîðè÷åñêîãî ôàêóëüòåòà. — Âîëãîãðàä: Èçä-âî ÂîëÃÓ, 2003. — 40 ñ. Ìåòîäè÷åñêèå ðåêîìåíäàöèè ïî ÷òåíèþ è ïåðåâîäó àíãëîÿçû÷íîé ïðåññû âêëþ÷àþò òåêñòû ïî îáùåñòâåííî-ïîëèòè÷åñêîé òåìàòèêå è çàäàíèÿ ê íèì, â êîòîðûõ ïðåäñòàâëåíû óïðàæíåíèÿ äëÿ îòðàáîòêè ïðîèçíîøåíèÿ òðóäíûõ ñëîâ, ãðàììàòè÷åñêèå óïðàæíåíèÿ è óïðàæíåíèÿ, íàïðàâëåííûå íà àêòèâèçàöèþ ëåêñèêè. Ïðåäíàçíà÷åíû äëÿ ñàìîñòîÿòåëüíîé ðàáîòû è ðåêîìåíäóþòñÿ ñòóäåíòàì èñòîðè÷åñêîãî ôàêóëüòåòà êàê î÷íîé, òàê è çàî÷íîé ôîðì îáó÷åíèÿ.

 Ò.Þ. Ñòàíêîâà, 2003  Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà, 2003 2

ПРЕДИСЛОВИЕ Öåëü äàííûõ ìåòîäè÷åñêèõ ðåêîìåíäàöèé — íàó÷èòü ñòóäåíòîâ ÷èòàòü àíãëîÿçû÷íóþ ïðåññó, âåñòè áåñåäó è äåëàòü êðàòêèå óñòíûå è ïèñüìåííûå ñîîáùåíèÿ ïî ñîöèàëüíî-ïîëèòè÷åñêîé òåìàòèêå. Ìåòîäè÷åñêèå ðåêîìåíäàöèè ñîñòîÿò èç ñåìè óðîêîâ, ãðàììàòè÷åñêîãî ñïðàâî÷íèêà è òåìàòè÷åñêîãî ñëîâàðÿ. Ñòðóêòóðà óðîêîâ âêëþ÷àåò óïðàæíåíèÿ, êîòîðûå íåîáõîäèìî âûïîëíèòü äî ÷òåíèÿ è ïåðåâîäà ñòàòüè, ñàì òåêñò ñòàòüè è óïðàæíåíèÿ äëÿ âûïîëíåíèÿ ïîñëå îçíàêîìëåíèÿ ñî ñòàòüåé. Äîòåêñòîâûå óïðàæíåíèÿ íàïðàâëåíû íà òðåíèðîâêó ïðîèçíîøåíèÿ íàèáîëåå òðóäíûõ ñëîâ. Êàæäûé óðîê íà÷èíàåòñÿ ñ ôîíåòè÷åñêîãî óïðàæíåíèÿ. Äîòåêñòîâûå çàäàíèÿ íàöåëåíû òàêæå íà óñòðàíåíèå âîçìîæíûõ òðóäíîñòåé â îáëàñòè ãðàììàòèêè è ñèíòàêñèñà. Ñ ýòîé öåëüþ ñòóäåíòàì ðåêîìåíäóåòñÿ âûïîëíèòü ãðàììàòè÷åñêèå çàäàíèÿ è ïðîàíàëèçèðîâàòü ñèíòàêñè÷åñêóþ ñòðóêòóðó íàèáîëåå òðóäíûõ ïðåäëîæåíèé. Ïîäîáíûå ïðåäëîæåíèÿ ïðîíóìåðîâàíû â òåêñòå ñòàòåé. Ãðàììàòè÷åñêèé ñïðàâî÷íèê ïîìîæåò ñòóäåíòàì ïðè ðàáîòå íàä ýòèìè çàäàíèÿìè.  êàæäîì çàäàíèè óêàçàíû íåîáõîäèìûå íîìåðà ïàðàãðàôîâ ãðàììàòè÷åñêîãî ñïðàâî÷íèêà. Ïîñëåòåêñòîâûå çàäàíèÿ ïðåäñòàâëÿþò ñîáîé ñèñòåìó óïðàæíåíèé íà çàêðåïëåíèå ëåêñèêè, ïîíèìàíèå òåêñòà ñòàòüè è ðàçâèòèå ðàçëè÷íûõ âèäîâ ðå÷åâîé äåÿòåëüíîñòè. Ìàòåðèàëîì äëÿ ìåòîäè÷åñêèõ ðåêîìåíäàöèé ïîñëóæèëè ñòàòüè èç àìåðèêàíñêèõ æóðíàëîâ «Foreign Affairs» è «Foreign Policy».

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UNIT 1 I. Practise the pronunciation of the following words:

parliament association forum assembly environment

[′pa: lχmχnt] [χ,sχ si′eωn] [f] : rχm] [χ′semblω] [ωn′vaωrχnmχnt]

globalization civil society voluntary

[,glχ bχlaω′zeωn] [′sωvl] [sχ′saωχti] [′vΖlχntri]

II. Revise grammar rules.

1. Analyse the syntactical structure of sentences (1) and (3) [§ 1]. 2. Find similar parts in sentences (2) and (4). Analyse the syntactical structure of the sentenses [§ 2]. III. Read and translate the article into Russian.

Toward Global Parliament One crucial aspect of the rising disaffection with globalization is the lack of citizen partici pation in the global institutions that shape people’s daily lives. But on the other hand civil society, made up of nonprofit organizations and voluntary associations dedicated to civic, cultural, humanitarian, and social causes, has begun to act as an independent international force (1). The largest and most prominent of these organizations include Amnesty International, Greenpeace, Oxfam, and the International Committee of the Red Cross; in addition, the U.N. now lists more than 3,000 civil society groups. During the 1990s, these transnational forces effectively promoted treaties to limit global warming, establish an international criminal court, and outlaw anti personnel mines (2). These same actors also helped persuade the International court of Justice to render an advisory opinion on the legality of nuclear weapons and defeat a multilateral investment agreement. More recently civil groups mounted a drive to cancel the foreign debts of the world’s poorest countries. Although these efforts remain works in progress, civil society to date has been indispensable in furthering them.

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During the early 1990s, civil society’s organizations began visibly cooperating at large international conferences of states. In May 2000 the Millennium Forum was held at the United Nations. The forum agreed to establish a permanent assembly of civil society organizations, mandated to meet at least every two to three years... (3) Unlike The United Nations, this assembly would not be constituted by states. Because its authority would come directly from the global citizenry, it could refute the claim that states are bound only by laws to which they give their consent. Henceforth, the ability to opt out of collective efforts to protect the environment, control or eliminate weapons, safeguard human rights, or otherwise protect the global community could be challenged... (4) The assembly’s very existence would also help promote the peaceful resolution of international conflicts. Because elected delegates would represent individuals and society instead of states, they would not have to vote along national lines. Coalitions would likely form on other bases, such as world — view, political orientation, and interests. Compromises among such competing but nonmilitarized coalitions might eventually undermine reliance on the current war system, in which international decisions are still made by heavily armed nations that are poised to destroy one another. In due course, international relations might more closely resemble policy making within the most democratic societics of the world.

Exercises to the text «Toward Global Parliament» I. Find the following words in the text, translate them and learn them by heart:

citizen, partici pation, global, civil, society, voluntary, independent, force, to promote, treaty, authority, environment, to challenge, to represent, protection. II. Find English equivalents of the following in the text:

âñåìèðíûé ïàðëàìåíò; ðåøàþùèé ôàêòîð; ó÷àñòèå ãðàæäàí; ãëîáàëüíûå èíñòèòóòû âëàñòè; äîáðîâîëüíûå îáùåñòâà; íåçàâèñèìàÿ ìåæäóíàðîäíàÿ ñèëà; ñàìûå âûäàþùèåñÿ èç ýòèõ îðãàíèçàöèé; ãðàæäàíñêîå îáùåñòâî; ñïîñîáñòâîâàëî ðàçðàáîòêå äîãîâîðîâ; ãëîáàëüíîå ïîòåïëåíèå; ñîçäàòü ìåæäóíàðîäíûé óãî-

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ëîâíûé ñóä; îòìåíèòü âíåøíèå äîëãè; ïðîâîäèòü Ôîðóì Òûñÿ÷åëåòèÿ; ñîçäàòü ïîñòîÿííóþ àññàìáëåþ îðãàíèçàöèé ãðàæäàíñêîãî îáùåñòâà; çàùèùàòü îêðóæàþùóþ ñðåäó; óíè÷òîæàòü îðóæèå; ãàðàíòèðîâàòü ïðàâà ÷åëîâåêà; ìèðíîå ðàçðåøåíèå ìåæäóíàðîäíûõ êîíôëèêòîâ; áûòü ïðåäñòàâèòåëåì êàæäîãî ÷åëîâåêà è îáùåñòâà; â ñîîòâåòñòâèè ñ ãîñóäàðñòâåííûìè èíòåðåñàìè; ñóùåñòâóþùàÿ âîåííàÿ ñèñòåìà; ïðèíèìàòü ìåæäóíàðîäíûå ðåøåíèÿ; óíè÷òîæèòü äðóã äðóãà; ìåæäóíàðîäíûå îòíîøåíèÿ; ïðîâåäåíèå ïîëèòèêè. III. Fill in the gaps with the appropriate word from those given below: citizen, protection, elected, to promote, environment.

1. This civil society group is established ... conditions for partici parion of ordinary people in global institutions. 2. Global ... of ... is one of the most important problems today. 3. She became the first black woman who was ... to the Senate. 4. She is Italian by birth but now is an American... . IV. Translate the following sentences from Russian into English.

1.  ñîâðåìåííîì ìèðå î÷åíü âàæíî ó÷àñòèå âñåõ ãðàæäàí íàøåé ïëàíåòû âî âñåìèðíûõ îðãàíèçàöèÿõ. 2. Ñîâðåìåííûå äîáðîâîëüíûå îáùåñòâà âêëþ÷àþò â ñåáÿ Ìåæäóíàðîäíóþ àìíèñòèþ, Ãðèíïèñ, Êðàñíûé Êðåñò è äð. 3. Ãðóïïû ãðàæäàíñêîãî îáùåñòâà ïðèçûâàþò îòìåíèòü äîëãè áåäíåéøèõ ñòðàí ìèðà. 4. Ãðóïïû ãðàæäàíñêîãî îáùåñòâà ïðèçûâàþò çàùèùàòü ïðèðîäó, ïðàâà ÷åëîâåêà, êîíòðîëèðîâàòü è óíè÷òîæàòü îðóæèå. 5. Àññàìáëåÿ òàêæå ïîìîæåò ðåøàòü ìåæäóíàðîäíûå êîíôëèêòû ìèðíûì ïóòåì. V. State if the sentences are true to fact.

1. Citizens of different countries are quite satisfied with the fact that they don’t partici pate in the global institutions. 2. Nonprofit organizations and voluntary associations have begun to act as an independent international force. 3. Civil society groups call for cancelling the foreign debts of the world’s poorest countries. 4. Civil society’s organizations are going to cooperate at large international conferences of states. 5. It is not the states’ business to protect environment, control or eliminate weapons and safeguard human rights. 6. The international system has reliable mechanisms to

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implement many of its laws. 7. At the assembly elected delegates would represent individuals and society instead of states. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in this article.

Your friend hasn’t read the article «Toward Global Parliament» which was his hometask. And he is sure to be asked about the article at the seminar. Tell him in a few sentences what the article is about. VIII. Practise writing about the theme discussed in this unit.

Write a letter to the editor’s office of the journal and express your opinion about the article. Show where you agree or disagree with the author.

UNIT 2 I. Practise the pronunciation of the following words:

sovereignity autonomous challenge euro European

[′s] vrχnti] [] :′tΖnχmχs] [′± Iωn→] [′j χrχ ] [,j χrχ′pi:χn]

status Israelis Palistinians Jerusalem nuclear

[′steωtχs] [ωz′reωlis] [,p lχs′tωnωχnz] [→e′rΛ:sχlχm] [′njΛ:kliχ]

II. Revise grammar rules concerning the use of the article with abstract nouns. Explain the use of the articles with abstract nouns in the text. III. Read and translate the article into Russian.

Sovereignty The idea of states as autonomous, independent entities is collapsing under the combined onslaught of monetary unions, CNN, the Internet, and nongovernmental organizations. But those who proclaim the death of sovereignty misread history. The nation-state 7

has a keen instinct for survival and has so far adapted to new challenges — even the challenge of globalization. Sovereignty was never quite as vibrant as many contemporary observers suggest. The conventional norms of sovereignty have always been challenged. A few states, most notably the United States, have had autonomy, control, and recognition for most of their existence, but most others have not. The politiñs of many weaker states have been persistently penetrated, and stronger nations have not been immune to external influence. China was occupied. The constitutional arrangements of Japan and Germany were directed by the United States after World War II. The United Kingdom, despite its rejection of the euro, is part of the European Union. Even for weaker states — whose domestic structures have been influenced by outside actors, and whose leaders have very little control over transborder movements or even activities within their own country — sovereignty remains attractive. Although sovereignty might provide little more than international recognition, that recognition guarantees access to international organizations and sometimes to international finance. It offers status to individual leaders. While the great powers of Europe have eschewed many elements of sovereignty, the United States, China, and Japan have neither the interest nor the inclination to abandon their usually effective claims to domestic autonomy. In various parts of the world, national borders still represent the fault lines of conflict, whether it is Israelis and Palestinians fighting over the status of Jerusalem, Indians and Pakistanis threatening to go nuclear over Kashmir, or Ethiopia and Eritrea clashing over disputed territories. Yet commentators nowadays are mostly concerned about the erosion of national borders as a consequence of globalization. Governments and activists alike complain that multilateral institutions such as the United Nations, the World Trade Organization, and the Internaional Monetary Fund overstep their authority by promoting universal standards for everything from human rights and the environment to monetary policy and immigration. However, the most important impact of economic globalization and transnational norms will be to alter the scope of state authority rather than to generate some fundamentally new way to organize political life.

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Exercises to the text «Sovereignty» I. Find the following words and phrases in the text, translate them and learn them by heart:

sovereignty, challenge, contemporary, recognition, constitutional arrangements, domestic structures, to influence, to threaten, disputed territories, national borders, universal standards. II. Find English equivalents of the following in the text:

ñóâåðåíèòåò; àâòîíîìíîå, íåçàâèñèìîå îáðàçîâàíèå; âàëþòíûå ñîþçû; îøèáî÷íî èíòåðïðåòèðóþò èñòîðèþ; íàöèîíàëüíîå ãîñóäàðñòâî; èíñòèíêò âûæèâàíèÿ; ïðîáëåìà ãëîáàëèçàöèè; ñîâðåìåííûå íàáëþäàòåëè; òðàäèöèîííûå íîðìû ñóâåðåíèòåòà âñåãäà îñïàðèâàëèñü; âíåøíåå âëèÿíèå; êîíñòèòóöèîííàÿ îðãàíèçàöèÿ; íåïðèÿòèå åâðî; âíóòðèãîñóäàðñòâåííûå ñòðóêòóðû; ìåæäóíàðîäíîå ïðèçíàíèå; âåëèêèå äåðæàâû, óãðîæàþùèå ÿäåðíûì îðóæèåì; ñïîðíûå òåððèòîðèè; ðàçìûâàíèå ãîñóäàðñòâåííûõ ãðàíèö; çëîóïîòðåáëÿþò ñâîåé âëàñòüþ; âûäâèæåíèå åäèíûõ ñòàíäàðòîâ. III. Fill in the gaps with the appropriate word or phrase from those given below: challenges (n), domestic affairs, sovereignty, challenges (v), threatens.

1. The declaration proclaimed the full ... of the republic. 2. Destruction of environment is one of the most serious ... . 3. She doesn’t like it when anyone ... her authority. 4. Most of the Ministries in the Cabinet deal with ... . 5. Pollution of air and water ... wildlife. IV. Translate the following sentences from Russian into English.

1. Ìíîãèå ãîñóäàðñòâà â ìèðå â ÕÕ â. ïðîâîçãëàñèëè î ñâîåì ñóâåðåíèòåòå. 2. Ìîçàìáèê ñòàë íåçàâèñèìûì â 1975 ã. 3. Ýòè ñòàíäàðòû ÿâëÿþòñÿ âñåîáùèìè â ñîâðåìåííîì ìèðå. 4. Ïðîáëåìà ñïîðíûõ òåððèòîðèé ìåæäó Ðîññèåé è ßïîíèåé ïîÿâèëàñü ïîñëå Âòîðîé ìèðîâîé âîéíû. 5. Ïîñëå ìèðîâûõ âîéí òðóäíî îïðåäåëÿòü íàöèîíàëüíûå ãðàíèöû. V. State if the sentences are true to fact.

1. The idea of sovereignty is threatened by global organizations, monetary unions, CNN and the Internet. 2. The nation-state hasn’t adapted to the challenge of globalization. 3. The policies of weak states have always been influenced by stronger nations. 4. After World 9

War II Japan and Germany were independent in making their constitutional arrangements. 5. Even for weaker states sovereignty remains attractive. 6. International recognition of a state guarantees access to international financial organizations. 7. Nowadays the erosion of national borders caused by globalization is a serious problem. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in this article.

Supposing you should be the teacher asking the students about the problems of state’s sovereignty. Think over the aspects of the problem you will touch upon. VIII. Practise writing about the theme discussed in this unit.

At the seminar on sovereignty problems the teacher asks you to sum up the article in writing. Complete the task.

UNIT 3 I. Practise the pronunciation of the following words:

contagious financial Catholic privatization

[kχn′teω→χs] [faω′n n l] [k

lωk]

[,praωvχtaω′zeωn]

hegemony compaign area ideology

[hω′→emχni] [k m′peωn] [′eχriχ] [,aωdi′Ζlχ→i]

II. Revise grammar rules.

1. Analyse the syntactical structure of sentences (1) and (4) [§ 1]. 2. Analyse the syntactical structure of sentences (2) and (3) [§ 4]. III. Read and translate the article into Russian.

Political contagion We live in a contagious world. Financial panic in Thailand sweeps across Asia and engulfs Russia. HIV infects more than 34 million 10

people worldwide. But what impact is globalization having on the spread of political ideas? Protests against high fuel prices in Europe. The rise and fall of communism. The Roman Catholic Church Privatization. The campaign to ban land mines. Keynesian economics. The emergence of the territorial state. The domino theory. Although these movements stem from diverse sources, all are examples of political contagion. Beginning in the Middle Ages, contagion helped spread the territorial state from Europe to the rest of the globe, bringing with it the infectious ideology of nationalism (1). Contagion occurred when Catholicism emerged from Rome and expanded worldwide, when a series of states embraced Keynesian economics in the aftermath of the Great Depression, and when the idea of privatizing state enterprises spread from then Prime Minister Margaret Thatcher’s England to a host f other countries. During the Cold War, fear of contagion lay at the heart of the «domino theory», which predicted that a single communist victory would spark a wave of additional gains. And contagion is visible whenever an uprising in one country inspires the citizens of another to follow suit, whether it was Eastern Europe’s successful revolt against Soviet rule in 1989, or the protests against rising fuel prices that swept through Western Europe in 2000. The spread of political ideas and practices is not new. But as the flow of goods, money, people, and information renders national borders increasingly porous, many experts believe the potential for contagion is greater than ever (2). Optimists say these trends will accelerate the spread of democratic ideals, undermine authoritarian governments, and hasten the emergence of a more equitable world order (3). But pessimists worry that the permeability of state boundaries will facilitate the spread of extremist ideologies, enable dissident groups to coordinate their actions more effectively, and allow criminals, terrorists, and other unsavory types to spread trouble over wider areas. Those alarmed by U.S. hegemoney also fear that globalization will facilitate the spread of American habits and institutions, thereby threatening weaker societies with cultural extinction (4). Proponents of these diverging views share the belief that contagion is a powerful force in contemporary world politics. In fact, both those who fear contagion and those who embrace it are wont to exaggerate its impact. Although political contagion does occur — 11

sometimes with powerful effects — the spread of political models is usually slower and less dramatic than optimists or pessimists expect. Fads get attention and may look powerful for a while, but most societies are still surprisingly resistant to outside influences.

Exercises to the text «Political contagion» I. Find the following words in the text, translate them and learn them by heart:

HIV, rise (n), fall (n), to ban, to emerge, to spread, to expand, an uprising, revolt, boundary, to facilitate, extinction, contemporary, influence, to impact II. Find English equivalents of the following in the text:

ìèð, â êîòîðîì âñå ïëîõîå áûñòðî ðàñïðîñòðàíÿåòñÿ; ÂÈ×; ðàñïðîñòðàíåíèå ïîëèòè÷åñêèõ èäåé; âûñîêèå öåíû íà òîïëèâî; ïîäúåì è êðóøåíèå êîììóíèçìà; ïîëèòè÷åñêîå çàðàæåíèå; Ñðåäíèå âåêà; ðàñïðîñòðàíèëñÿ ïî âñåìó ìèðó; Âåëèêàÿ äåïðåññèÿ; «õîëîäíàÿ âîéíà»; óñèëåííîå âûñòóïëåíèå ïðîòèâ ñîâåòñêîãî ðåæèìà; ðàñïðîñòðàíåíèå äåìîêðàòè÷åñêèõ èäåàëîâ; âîçíèêíîâåíèå áîëåå ñïðàâåäëèâîãî ìèðîâîãî ïîðÿäêà; ãîñóäàðñòâåííûå ãðàíèöû; ðàñïðîñòðàíÿòü áåñïîðÿäêè íà áîëåå îáøèðíûå îáëàñòè; ãëîáàëèçàöèÿ óïðîñòèò ðàñïðîñòðàíåíèå àìåðèêàíñêîãî îáðàçà æèçíè è ó÷ðåæäåíèé; óãðîæàÿ êóëüòóðíûì âûìèðàíèåì áîëåå ñëàáûì îáùåñòâàì; ñîâðåìåííàÿ ìèðîâàÿ ïîëèòèêà; ïðåóâåëè÷èâàòü åãî âëèÿíèå; âíåøíèå âëèÿíèÿ. III. Fill in the gaps with the appropriate word or phrase from those given below: the revolt, spreading, contemporary, HIV, the rise and fall, influences.

1. ... is an infectuous desease that can be passed from one person to another through dirty syringes. 2. Terrorism is now ... all over the world. 3. This book deals with ... of British Empire. 4. In ... world most societies are still resistant to outside ... . 5. The army quickly crushed... IV. Translate the following sentences from Russian into English.

1. Ãëîáàëèçàöèÿ èìååò îãðîìíîå âëèÿíèå íà ïîëèòè÷åñêèå èäåè. 2. Ñòàðøåå ïîêîëåíèå íàáëþäàëî ðàñöâåò è ïàäåíèå êîììóíèçìà. 3. Êàòîëèöèçì âîçíèê â Ðèìå è ðàñïðîñòðàíèëñÿ ïî âñåìó ìèðó. 4. Íåêîòîðûå ëþäè îïàñàþòñÿ, ÷òî ãëîáàëèçàöèÿ 12

ñäåëàåò áîëåå ïðîñòûì ðàñïðîñòðàíåíèå àìåðèêàíñêîãî îáðàçà æèçíè. 5. Â ñîâðåìåííîì ìèðå òîâàðû, äåíüãè è ëþäè ëåãêî ïåðåñåêàþò ãðàíèöû. V. State if the sentences are true to fact.

1. We live in a contagious world. 2. HIV doesn’t infect too many people in the world. 3. The rise and fall of communism, privatization, the domino theory stem from diverse sources. 4. National borders are becoming more and more resistant to the flow of goods, money and people. 5. Pessimists say that political contagion will accelerate the spread of democratic ideals. 6. Contagion is a powerful force in contemporary world politics. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in this article.

An optimist and a pessimist are discussing the problem of spreading of political ideas in the world and their influence on society. Make up a dialogue based on the article. VIII. Practise writing about the theme discussed in this unit.

Express your attitude to the spreading of political ideas problem in the world in writing (5—6 sentences).

UNIT 4 A. I. Practise the pronunciation of the following words:

uicide bomber psychological Muslim casualty

[′su:ωsaωd] [′bΖmχ] [,saωkχ′lΖ→ωkl] [′m zlωm; ′m zlωm] [′k ∞χuχlti]

area perpetrator phenomenon physical spiritual

[′eχriχ] [′pφ:pχtreωtχ] [fχ′nΖmωnχn] [′fωzωkl] [′spωrω±uχl]

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II. Revise grammar rules.

Review tense-aspect forms of the verb. Explain the usage of them in the text. III. Read and translate the text into Russian.

Rational Fonatics P ART I. What makes suicide bombers tick? While most of the world sees them as lone Zealots, they are, in fact, pawns of large terrorist networks that wage calculated psychological warfare. Contrary to popular belief suicide bombers can be stopped — but only if governments pay more attention to their methods and motivations. September 11, 2001, was the most horrific day in the history of modern terrorism. Two massive explosions destroyed the twin skyscrapers in New York and damaged part of the Pentagon building in Washington, killing a lot of people. Allegedly they were carried out by Muslim extremists who flew to the heart of the target area and detonated bombs with no intention of escaping. It was an example of a new type of killing in the repertoire of modern terrorism: a suicide operation in which the success of the attack depends on the death of the perpetrator. This tactic is stunning even security experts. Two centuries of experience suggested that terrorists, though ready to risk their lives, wished to live after the terrorist act in order to benefit from its accomplishments. But this new terrorism defies that belief. It seems qualitatively different, appearing almost super-natural, extremely lethal, and impossible to stop. As a matter of fact it is a simple and low cost operation (requiring no escape routes or complicated rescue operations); it guarantees mass casualties and extensive damage (since the suicide bomber can choose the exact time, location and circumstances of the attack); there is no fear that interrogated terrorists will surrender important information (because their death is certain); and it has an immense impact on the public and the media (due to the overwhelming sense of helplessness). Suicide terrorism is an organizational phenomenon. A suicide terrorist is almost always the last link in a long organizational chain 14

that involves numerous actors. Once the decision to launch a suicide attack has been made, its implementation requires at least six separate operations: target selection, intelligence gathering, recruitment, physical and «spiritual» training, preparation of explosives, and transportation of the suicide bombers to the target area. Such a mission often involves dozens of terrorists and accomplices who have no intention of committing suicide, but without whom no suicide operation could take place.

Exercises to Part I of the text «Rational Fanatics» I. Find the following words and phrases in the text, translate them and learn them by heart:

suicide bomber, explosion, to destroy, to damage, to carry out, target area, to escape, perpetrator, to benefit, rescue operation, casualty. II. Find English equivalents of the following in the text:

òåððîðèñò-ñàìîóáèéöà; îäèíîêèå ôàíàòèêè; ñåòü òåððîðèçìà, âåñòè îáäóìàííóþ ïñèõîëîãè÷åñêóþ âîéíó; ðàñïðîñòðàíåííîå ìíåíèå; ìîùíûå âçðûâû ðàçðóøèëè íåáîñêðåáû-áëèçíåöû; áûëè âûïîëíåíû ìóñóëüìàíñêèìè ýêñòðåìèñòàìè; ðàéîí, ãäå íàõîäèòñÿ îáúåêò óíè÷òîæåíèÿ; âçîðâàëè áîìáû; ñìåðòü ïðåñòóïíèêà; ýêñïåðòû ñëóæáû áåçîïàñíîñòè; äëÿ òîãî, ÷òîáû âîñïîëüçîâàòüñÿ ðåçóëüòàòàìè; ïóòè îòñòóïëåíèÿ; îïåðàöèÿ ïî ñïàñåíèþ; ìàññîâûå ïîòåðè óáèòûìè è ðàíåíûìè; îãðîìíûå ðàçðóøåíèÿ; âûäàòü âàæíóþ èíôîðìàöèþ; îãðîìíîå âëèÿíèå íà îáùåñòâåííîñòü è ÑÌÈ; âûáîð öåëè; ñáîð èíôîðìàöèè; ïîèñê èñïîëíèòåëåé; ïîäãîòîâêà âçðûâíûõ óñòðîéñòâ. III. Fill in the gaps with the appropriate word or phrase from those given below: to benefit, explosion, rescued, suicide bomber, casualties.

1. ... is the last link in a long organizational chain. 2. Suicide bombers don’t intent ... from the terrorist act. 3. Both sides had suffered heavy ... . 4. The ... caused serious damage to the building. 5. They were ... by helicopter. IV. Translate the following sentences from Russian into English.

1. Òåððîðèñòû-ñàìîóáèéöû — ýòî ëèøü ïåøêè â îáøèðíîé òåððîðèñòè÷åñêîé ñåòè. 2. Âñåìèðíûé òåððîðèçì âåäåò îá15

äóìàííóþ ïñèõîëîãè÷åñêóþ âîéíó. 3. Âåðîÿòíî, òåððîðèñòè÷åñêèå àêòû áûëè âûïîëíåíû ìóñóëüìàíñêèìè ýêñòðåìèñòàìè. 4. Òåððîðèñòè÷åñêèé àêò íå òðåáóåò ïóòåé îòñòóïëåíèÿ, ñëîæíîé ñïàñàòåëüíîé îïåðàöèè äëÿ òåððîðèñòîâ. 5.  òåððîðèñòè÷åñêîì àêòå ó÷àñòâóþò ìíîãî ëþäåé. V. State if the sentences are true to fact.

1. Most of the world sees suicide bombers as lone zealots. 2. Suicide bombers can’t be stopped. 3. Nowadays the success of the terrorist attack depends on the death of the perpetrator. 4. Security experts are never stunned by anything. 5. Two centuries ago terrorist wanted to benefit from the results of the terrorist act. 6. Suicide terrorism is an organizational phenomenon. VI. Ask five questions about the text.

B. I. Practise the pronunciation of the following words:

Persia Islam ancient religious cause

[′pφ: χ] [′ωzlΨ:m] [′eωn χnt] [rω′lω→χs]

recruiter candidate faith paradise

[rω′kru:tχ] [′k ndωdχt] [feω ] [′p rχdaωs]

[k] :z]

II. Revise grammar rules.

Analyse the syntactical structure of sentences (1) and (2) [§ 1, 6]. III. Read and translate the article into Russian.

Rational Fanatics PART II. A long view of history reveals that suicide terrorism existed for many centuries. As early as the 11th century, the Assassin Muslim 16

fighters living in northern Persia, adopted suicide terrorism as a strategy to advance the cause of Islam (1). These perpetrators never perceived their deaths as suicide, rather, they saw them as acts of martyrdom in the name of the community and for the glory of God. But suicide terrorist, both ancient and modern, is not merely the product of religious fervor. There is no single psychological or demographic profile of a suicide terrorist. Very often intense struggles produce several types of people with the potential willingness to sacrifice themselves for a cause, but no organization can create a person’s basic readiness to die. The task of recruiters is not to produce but rather to identify this predisposition in candidates and reinforce it. Recruiters will often exploit religious beliefs when indoctrinating would-be-bombers, using their subjects faith in a reward in paradise to strengthen and solidify preexisting sacrificial motives (2). In addition to it other powerful motives reinforce tendencies toward martyrdom, including patriotism, hatred of the enemy, and profound sense of victimization. But the actual weakness of suicide bombers is that they are nothing more than the instruments of terrorist leaders who expect their organizations to gain tangible benefits from this shocking tactic. The present understanding of the high costs of suicide terrorism and the growing cooperation among intelligence services worldwide gives credence to the hope that in the future only desperate organizations of losers will try to use this tactic on systematic basis.

Exercises to Part II of the text «Rational Fanatics» I. Find the following words and phrases in the text, translate them and learn them by heart:

to exist, to advance, community, ancient, to sacrifice, recruiter, religious beliefs, faith, paradise, intelligence services. II. Find English equivalents of the following in the text:

ñóùåñòâîâàë â òå÷åíèå ìíîãèõ âåêîâ; óæå â XI âåêå; ïðîäâèãàòü âïåðåä äåëî èñëàìà; àêò ìó÷åíè÷åñòâà; äðåâíèå è ñîâðåìåííûå; ðåëèãèîçíîå âäîõíîâåíèå; ïîæåðòâîâàòü ñîáîé çà äåëî; âûÿâèòü ïðåäðàñïîëîæåííîñòü êàíäèäàòîâ è óñèëèòü åå; âåðáîâùèê; ýêñïëóàòèðîâàòü ðåëèãèîçíûå âåðîâàíèÿ áóäóùèõ 17

òåððîðèñòîâ; âåðà â íàãðàäó â Ðàþ; íåíàâèñòü ê âðàãó; äåéñòâèòåëüíî ñëàáîå ìåñòî òåððîðèñòîâ-ñàìîóáèéö; ïîëó÷èòü çíà÷èòåëüíóþ âûãîäó; ñîâðåìåííîå ïîíèìàíèå; ñëóæáà ðàçâåäêè. III. Fill in the gaps with the appropriate word or phrase from those given below: paradise, existed, intelligence service, recruiter, sacrificed.

1. Suicide terrorism ... for many centuries. 2. The task of ... is to find a suitable candidate to carry out a terrorist act. 3. ... is the garden of Eden, where Adam and Eve lived. 4. She ... everything for her children. 5. ... are the people that collect secret information about a foreign country. IV. Translate the following sentences from Russian into English.

1.  XI âåêå â Ñåâåðíîé Ïåðñèè ìóñóëüìàíñêèå òåððîðèñòû-ñàìîóáèéöû ïðîäâèãàëè âïåðåä äåëî èñëàìà. 2. Îíè ñ÷èòàëè ñåáÿ ìó÷åíèêàìè. 3. Îíè æåðòâîâàëè ñîáîé çà äåëî èñëàìà. 4. Âåðáîâùèêè ÷àñòî ýêñïëóàòèðóþò ðåëèãèîçíûå âåðîâàíèÿ áóäóùèõ òåððîðèñòîâ. 5. Âî âñåì ìèðå ðàñòåò ñîòðóäíè÷åñòâî ðàçâåäûâàòåëüíûõ ñëóæá. V. State if the sentences are true to fact.

1. Suicide terrorism appeared in the 20th century. 2. The Assassin Muslim fighters in Northern Percia advanced the cause of Islam. 3. Both ancient and modern suicide terrorists are merely the product of religious fervor. 4. There are people who have potential willingness to sacrifice themselves for a cause. 5. The task of recruiters is to produce candidates. 6. Suicide bombers are merely instruments of terrorist leaders. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in the article.

Supposing you should be at the seminar on modern terrorism. Use the article «Rational Fanatics» and give a talk on the history of Islamic terrorism. VIII. Practise writing about the theme discussed in this unit.

Read the article «Rational Fanatics» again and write a letter to the editor’s office of the journal. Write whether you consider Islam to be responsible for the spreading of terrorism in the world.

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UNIT 5 I. Practise the pronunciation of the following words:

Singapore advertisment stereotype Ireland

[,sω gχ′p] :] [χd′vφ:tωsmχnt] [′steriχtaωp]

competitive geographical credible

[kχm′petχtωv] [,→ω:χ′gr fωkl] [′kredχbl]

[′aωχlχnd]

II. Revise grammar rules.

1. Find similar parts in sentence (1) and analyse its syntactical structure [§ 2]. 2. Find the subject and the predicate in sentence (2) and analyse its syntactical structure [§ 1]. III. Read and translate the article into Russian.

The Rise of the Brand State Look at the covers of the brochures in any travel agency and you will see the various ways in which countries present themselves on the world’s mental map. Singapore has a smiling, beautiful face offering us tasty appetizers on an airplane, whereas Ireland is a windy, green island full of freckled, red-haired children. But do these images depict real places, existing geographical sites one can visit? Or do the advertisements simply use cultural stereotypes to sell a product? Over the last two decades, straight-forward advertising has given way to branding — giving products and services an emotional dimension which people can identify. In this way, Singapore and Ireland are no longer merely countries one finds in an atlas. They have become «brand states», with geographical and political settings that seem trivial compared to their emotional resonance among an increasingly global audience of consumers. A brand is best described as customer’s idea about a product; the «brand state» comprises the outside world’s ideas about a particular country. We all know that «America» and «Made in the U.S.A.» stand for individual freedom and prosperity; Hermès scarves and Beaujolais Nouveau evoke the French art de vivre; BMWS and Mercedes-Benzes 19

drive with German efficiency and reliability. In fact, brands and states often merge in the minds of the global consumer. For example, in many ways, Microsoft and McDonalds are among the most visible U.S. di plomats, just as Nokia is Finland’s envoy to the world. In today’s world of information overload, strong brands are important in attracting foreign direct investment, recruiting the best and the brightest, and wielding political influence. These days, individuals, firms, cities, regions, countries, and continents all market themselves professionally, often through aggressive sales techniques (1). Indeed, having a bad reputation or none at all is a serious handicap for a state seeking to remain competitive in the international arena (2). The unbranded state has a difficult time attracting economic and political attention. Image and reputation are thus becoming essential parts of the state’s strategic equity. Like branded products, branded states depend on trust and customer satisfaction. We talk about a state’s personality in the same way we discuss the products we consume, describing it as «friendly» (i.e., Western-oriented) and «credible» (ally), or «aggressive» (expansionist) and «unreliable» (rogue).

Exercises to the text «The Rise of the Brand State» I. Find the following words and phrases in the text, translate them and learn them by heart:

brand state, to present oneself, advertisement, to sell, advertising, branding, to identify, a consumer, a customer, efficiency, reliability, trust, satisfaction, credible. II. Find English equivalents of the following in the text:

îáëîæêè áðîøþð; òóðèñòè÷åñêîå àãåíñòâî; ðàçëè÷íûå ñïîñîáû; ïðåäñòàâëÿòü ñåáÿ; àïïåòèòíûå çàêóñêè; âåñíóø÷àòûå ðûæåâîëîñûå äåòè; èçîáðàæàòü äåéñòâèòåëüíî ñóùåñòâóþùèå ìåñòà; ðåêëàìà; ïðîñòàÿ ðåêëàìà; ýìîöèîíàëüíî-îêðàøåííàÿ ðåêëàìà; ãîñóäàðñòâà, èìåþùèå ñâîå ðåêëàìíîå ëèöî; ïîòðåáèòåëü; ïîêóïàòåëü; êîíêðåòíàÿ, îòäåëüíî âçÿòàÿ ñòðàíà; ñèìâîëèçèðîâàòü èíäèâèäóàëüíóþ ñâîáîäó è ïðîöâåòàíèå; ýôôåêòèâíîñòü è íàäåæíîñòü; ïðèâëå÷åíèå ïðÿìûõ èíîñòðàííûõ èíâåñòèöèé; îáëàäàíèå ïîëèòè÷åñêèì âëèÿíèåì; ïðîäàâàòü ñåáÿ

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ïðîôåññèîíàëüíî; àãðåññèâíûå ìåòîäû ïðîäàæè; îñòàâàòüñÿ êîíêóðåíòîñïîñîáíûì; ïîäîáíî èìåþùèì ìàðêó ïðîäóêòàì; äðóæåëþáíûé; çàñëóæèâàþùèé äîâåðèÿ; íåíàäåæíûé. III. Fill in the gaps with the appropriate word from those given below: to sell, to present itself, consumers, advertising, brand.

1. Cigarette ... has been banned. 2. Put an advertisement in the paper if you want ... your car. 3. Which ... of jeans do you wear? 4. The company needs ... better. 5. ... want more information about the food they buy. IV. Translate the following sentences from Russian into English.

1. Íå î÷åíü ìíîãî ñòðàí â ìèðå èìåþò ñâîå ðåêëàìíîå ëèöî. 2. Áðýíäû ðàçâèòûõ ñòðàí ñèìâîëèçèðóþò èíäèâèäóàëüíóþ ñâîáîäó è ïðîöâåòàíèå. 3. Ñòðàíû, èìåþùèå ñâîå ðåêëàìíîå ëèöî, çàâèñÿò îò äîâåðèÿ ïîêóïàòåëÿ. 4. Ïîêóïàòåëü â ãëîáàëüíîì ñìûñëå ÷àñòî óæå íå âèäèò ðàçíèöó ìåæäó áðýíäîì è ãîñóäàðñòâîì. 5. Ðåêëàìà ÷àñòî èñïîëüçóåò êóëüòóðíûå ñòåðåîòèïû äëÿ òîãî, ÷òîáû ïðîäàòü ïðîäóêò. V. State if the sentences are true to fact.

1. Countries present themselves in various ways on the world mental map. 2. Ireland has a smiling, beautiful face offering us tasty appetizers on an airplane. 3. Over the last two decades, straightforward advertising has given way to branding. 4. Nokia is Germany’s envoy to the world. 5. If the country has a good reputation, it is more competitive in the international arena. 6. Branded states don’t depend on customers’ wishes and satisfaction. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in this article.

Your hometask is to find several branded states on the map. Use a dictionary and find out their pronunciation. Give some information about 2—3 countries and their branded products. VIII. Practise writing about the theme discussed in this unit.

Write a letter to your foreign pen-friend. Write about yourself and about Russia. Try to show what makes Russia different from other countries. Don’t forget to mention the symbols characterizing our country. 21

UNIT 6 I. Practise the pronunciation of the following words:

phenomenon communication technology biotechnology gene

[fχ′nΖmωnχn] [kχ,mju:nω′keωn] [tek′nΖlχ→i] [,baωχ tek′nΖlχ→i] [→i:n]

architecture cyberspace science commercial urban

[′a:kωtek±χ] [′saωbχspeωs] [′saωχns] [kχ′mφ: l] [′φ:bχn]

II. Revise grammar rules.

Analyse the syntactical structure of sentences (1), (2) and (3) [§ 1, 4, 5]. III. Read and translate the article into Russian.

The Information Revolution Decades hence, the phenomenon we call globalization will be seen as consequence, not cause, of the immence changes the world is undergoing (1). Historians will instead call this era — dating from 1990 — the Information Revolution. By «information» they will mean not only computing and communication technologies but closely related and equally revolutionary advances in biotechnology. (They will see that like its technological forebear, the Industrial Revolution, this revolution also led to fundamental changes in governance, economics, and society, but much, much faster.) The essence of the Information Revolution is its capacity to alter relationshi ps and to blur, redraw, or erase boundaries in both time and space. Where events take place is no longer obvious (2). The related but more important boundary between home and away blurs in the market place, in war and in personal identity. As flows across national boundaries steadily rise (flows of money, goods, pollution, popular culture, etc.) the separation between domestic and foreign policy erodes. Hard as it is to imagine, even the line between natural and physical science may someday blur because of human-engineering interventions in reproduction, such as gene 22

transfer and cloning on the one hand, and robots capable of selfreplication and evolution on the other. The changed relationshi ps transforming international politics and economics stem from technology as well (3). The enormous increase in the number of people with direct access to vast amounts of information means that the role of governments and their organs — central banks, intelligence agencies and the like — is greatly reduced. Nonstate actors are empowered both in relative terms and absolutely. The shift in power from government to the market place is enhanced by the speed with which information is communicated. Markets respond in seconds. Covernments, by design, cannot... The Information Revolution is a revolution whose impacts will be shaped by wise or foolish policies and societal choices. Within the code and architecture of information and communication technologies themselves, and in the laws that will emerge to regulate them, lie choices that will shape the boundaries of personal privacy, determine whether these powerful tools serve public or commercial ends, balance urban space against cyberspace, and weigh individual vesus community needs and values in every society.

Exercises to the text «The Information Revolution» I. Find the following words and phrases in the text, translate them and learn them by heart:

consequence, cause, boundary, computing technology, communication technology, human-engineering, reproduction, gene, cloning, amounts of information, architecture of information, cyberspace. II. Find English equivalents of the following in the text:

ÿâëåíèÿ; ïîñëåäñòâèå, à íå ïðè÷èíà; ïðåòåðïåâàòü èçìåíåíèÿ; íà÷èíàÿ ñ 1990 ã.; èçìåíÿòü îòíîøåíèÿ; âî âðåìåíè è ïðîñòðàíñòâå; ñîáûòèÿ ïðîèñõîäÿò; ïîòîêè ÷åðåç ãîñóäàðñòâåííûå ãðàíèöû ïîñòîÿííî ðàñòóò; âíóòðåííÿÿ è âíåøíÿÿ ïîëèòèêà; ãåííàÿ èíæåíåðèÿ, ïåðåñàäêà ãåíîâ; êëîíèðîâàíèå; ïðÿìîé äîñòóï ê îãðîìíûì îáúåìàì èíôîðìàöèè; ïåðåõîä âëàñòè îò ïðàâèòåëüñòâà ê ðûíêó; ïåðåäàâàòü èíôîðìàöèþ; ìóäðàÿ èëè íåäàëåêàÿ ïîëèòèêà; â ðàìêàõ êîäà è ñòðóêòóðû èíôîðìàöèè;

23

îáùåñòâåííûå èëè êîììåð÷åñêèå öåëè; ðåãóëèðîâàòü ïðîñòðàíñòâî ïðîæèâàíèÿ è êèáåðïðîñòðàíñòâî; ïîòðåáíîñòè è öåííîñòè ëè÷íîñòè è îáùåñòâà. III. Fill in the gaps with the appropriate word or phrase from those given below: genes, cyberspace, amounts of information, computing and communication technologies, cause.

1. More and more people have direct access to vast ... . 2. There are ... that are responsible for the colour of the eyes. 3. ... is the imaginary place where electronic messages exist while they are being sent between computers. 4. ... will alter relationshi ps and boundaries in both time and space. 5. The Information Revolution is the ... of many new phenomena in the world around us. IV. Translate the following sentences from Russian into English.

1. Èíôîðìàöèîííàÿ ðåâîëþöèÿ — ýòî êîìïüþòåðèçàöèÿ, íîâûå êîììóíèêàòèâíûå òåõíîëîãèè è ðàçâèòèå áèîòåõíîëîãèè. 2. Íîâûå êîììóíèêàòèâíûå òåõíîëîãèè ñòèðàþò ãðàíèöû è â ïðîñòðàíñòâå, è âî âðåìåíè. 3. Íåêîòîðûå ëþäè äóìàþò, ÷òî ãåííàÿ èíæåíåðèÿ è êëîíèðîâàíèå ìîãóò áûòü îïàñíûìè äëÿ ÷åëîâå÷åñòâà. 4. Èíôîðìàöèîííûå ñòðóêòóðû â ñîâðåìåííîì ìèðå î÷åíü áûñòðî ìåíÿþòñÿ. 5. Áëàãîäàðÿ êîìïüþòåðèçàöèè è íîâûì òåõíîëîãèÿì ðîëü ïðàâèòåëüñòâ çíà÷èòåëüíî óìåíüøèëàñü. V. State if the sentences are true to fact.

1. By «information» historians mean only computing and communication. 2. The Information Revolution is capable to blur boundaries in both time and space. 3. Gene transfer, cloning and robots capable of self-replication and evolution blur the boundaries in science. 4. The Information Revolution doesn’t lead to transformation of international politics and economics. 5. Nowadays power is shifting from government to market. 6. Scientists are responsible for the implementation of the results of the Information Revolution. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in this article. Make up a dialogue.

Your friend and you are discussing the problems of the influence of the Information Revolution on the life of modern and future generations. 24

VIII. Practise writing about the theme discussed in this unit.

Supposing you should be taking an examination. You must speak on the Information Revolution. You have prepared cribs (øïàðãàëêè). In one of them you have got a summary of the problems concerning the Information Revolution. Express some ideas from your crib in writing.

UNIT 7 I. Practise the pronunciation of the following words:

technology natural environment resources ecosystem

[tek′nΖlχ→i] [′n ±rχl] [ωn′vaωrχnmχnt] [rω′s] :sωz] [′ω:kχ sωstχm]

species biodiversity carbon dioxide nitrogen cycle consumption

[′spω: ω:z] [,baωχudaω′vφ:sωti] [kΨ:bχn daω′] ksaωd] [′naωtrχ→χn saωkl] [kχn′s mp n]

II. Revise grammar rules.

1. Find the subject and the predicate in sentence (1) and analyse its syntactical structure. 2. Analyse the syntactical structure of sentence (2) [§ 1]. 3. Find the subject and its attributes in sentence (3) and analyse its syntactical structure [§ 2]. III. Read and translate the article into Russian.

The Age of Environment The 20th century was a time of spectacular scientific and technological advances, the freeing of the arts by an exuberant modernism, and the spread of democracy and human rights. It was also a dark and savage age of world wars, genocide, and totalitarian ideologies that came dangerously close to global domination. While preoccupied with all this tumult, humanity also managed to decimate the natural environment and draw down the nonrenewable resources of the planet with reckless abandon. It accelerated the erasure of entire 25

ecosystem and the extinction of thousands of million-year-old species… With the global population at more than 6 billion and on its way to 8 billion by midcentury, per capita fresh water and arable land are descending to risky levels (1). The highest level of consumtion is in the USA, and for every person in the world to reach present U.S. levels of consumption, we would need at least four more planet Earths. The 5 billion people living in developing countries may never wish to attain this level of profligacy (2). But in trying to achive at least a decent standard of living, they have joined the developed world in exploiting the last of the natural environments and reducing to extinction a large part of the planet’s biodiversity. We have driven atmospheric carbon dioxide to the highest levels, unbalanced the nitrogen cycle, and contributed to a global warming that will ultimately be bad news everywhere. We have entered the Age of Environment. Science and technology, combined with a lack of selfunderstanding and paleolithic obstinacy, have brought us to where we are. How science and technology, with the wisdom and foresight of the man, must see us through and out. There’s a hope, that the change is possible. Empirical knowledge and technical ability are growing exponentially faster even than the crises of population and resources. A detailed, sophisticated picture of the global environment and global resources is emerging and the technology is already available for raising per capita food production while decreasing materials and energy consumption (3). All this information is coming online worldwide. It allows people everywhere to see the planet as the astronouts see it: small, and too fragile to bear much more careless tampering. A growing number of leaders in business, governments, and religions are beginning to think in this more farsignted way.

Exercises to the text «The Age of Environment» I. Find the following words and phrases in the text, translate them and learn them by heart:

natural environment, resources, extinction, species, to wreck, arable land, consumption, to reduce, carbon dioxide, nitrogen cycle, to raise, to decrease. 26

II. Find English equivalents of the following in the text:

íàó÷íî-òåõíè÷åñêèé ïðîãðåññ; ÷åëîâå÷åñòâî; óíè÷òîæàòü åñòåñòâåííóþ ñðåäó; íåâîñïîëíèìûå ðåñóðñû; ðàçðóøåíèå âñåé ýêîñèñòåìû; âûìèðàíèå òûñÿ÷ âèäîâ æèâîòíûõ; ðàçðóøèòü ïëàíåòó; îáùàÿ ÷èñëåííîñòü íàñåëåíèÿ; ñîêðàùàþòñÿ çàïàñû ÷èñòîé âîäû è ïàõîòíûõ çåìåëü; ïîòðåáëåíèå; ðàçâèâàþùèåñÿ ñòðàíû; óðîâåíü æèçíè; ðàçâèòûå ñòðàíû ìèðà; áèîëîãè÷åñêîå ðàçíîîáðàçèå âèäîâ æèâîòíûõ è ðàñòåíèé ïëàíåòû; óãëåêèñëûé ãàç; êðóãîâîðîò àçîòà â ïðèðîäå; ãëîáàëüíîå ïîòåïëåíèå; ïðîèçâîäñòâî ïðîäîâîëüñòâèÿ íà äóøó íàñåëåíèÿ; óâåëè÷èòü; óìåíüøèòü ïîòðåáëåíèå ìàòåðèàëîâ è ýíåðãèè; íåîñòîðîæíîå âìåøàòåëüñòâî. III. Fill in the gaps with the appropriate word or phrase from those given below: wreck, to raise, species, consumption, nitrogen cycle.

1. Thousands ... of animals and plants have disappeared from the planet in the course of the last 60 years. 2. We’ll ... the planet if we don’t use natural resources carefully. 3. In developing countries the level of ... is not as high as in the USA. 4. The picture of the ... greatly influences the life on the planet. 5. Modern technology helps ... per capita food production. IV. Translate the following sentences from Russian into English:

1. Îñòàíîâèòü èçìåíåíèÿ â ýêîñèñòåìå ïëàíåòû — îäíà èç âàæíåéøèõ ïðîáëåì ÷åëîâå÷åñòâà. 2. Âûñîêèé óðîâåíü óãëåêèñëîãî ãàçà â àòìîñôåðå ïðèâåë ê ãëîáàëüíîìó ïîòåïëåíèþ íà ïëàíåòå. 3. Áåäíîå íàñåëåíèå ðàçâèâàþùèõñÿ ñòðàí, ýêñïëóàòèðóÿ îêðóæàþùóþ ñðåäó, ñîêðàùàåò áèîëîãè÷åñêîå ðàçíîîáðàçèå âèäîâ æèâîòíûõ è ðàñòåíèé â ñâîèõ ñòðàíàõ. 4.  íàñòîÿùåå âðåìÿ ñîâðåìåííàÿ òåõíîëîãèÿ ïîìîãàåò óìåíüøèòü ïîòðåáëåíèå ýíåðãèè è ñûðüÿ. 5. Íàøà ïëàíåòà ñëèøêîì ìàëåíüêàÿ, ÷òîáû òåðïåòü (to bear) íàøå íåîñòîðîæíîå âìåøàòåëüñòâî â ñâîþ ýêîñèñòåìó. V. State if the sentences are true to fact.

1. Spectacular scientific and technological advances are typical of the 20th century. 2. Humanity was able to use the natural environment carefully and protect the planet from pollution. 3. Careless attitude to natural resources accelerated the extinction of thousands of species.

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4. The level of consumption in developing countries is very high. 5. Fortunately the crises of population and resources is not growing as fast as empirical knowledge and technical ability do. VI. Ask five questions about the text. VII. Practise speaking about the topic considered in the article.

Ask your fellow-students: - about environmental problems of our planet; - whether they know something about pollution; - how we can help protect nature; - about the countries with the highest level of consumption; - when man’s interference in nature began; - why some species of animals, birds and plants disappear from the Earth. VIII. Practise writing about the theme discussed in this unit.

Write about negative processes in society leading to environmental destruction.

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ГРАММАТИЧЕСКИЙ

СПРАВОЧНИК

§ 1. Ïðè÷àñòèå — ýòî íåëè÷íàÿ ôîðìà ãëàãîëà, êîòîðàÿ îòâå÷àåò íà âîïðîñ ïðèëàãàòåëüíîãî «êàêîé?», «êàêàÿ?».  àíãëèéñêîì ÿçûêå äâà âèäà ïðè÷àñòèÿ: ïðè÷àñòèå ïåðâîå (ÐI) è ïðè÷àñòèå âòîðîå (ÐII). ÐI îáðàçóåòñÿ ïîñðåäñòâîì ïðèñîåäèíåíèÿ ê îñíîâå ãëàãîëà îêîí÷àíèÿ -ing. Ñð.: to play — playing. Íà ðóññêèé ÿçûê ïðè÷àñòèå ïåðâîå ïåðåâîäèòñÿ ïðè÷àñòèåì ñ ñóôôèêñàìè -àù (-ÿù); -óù (-þù). Ñð.: a smiling girl — óëûáàþùàÿñÿ äåâóøêà. Ïðè÷àñòèå ïåðâîå òàêæå ïåðåâîäèòñÿ äååïðè÷àñòèåì ñ ñóôôèêñàìè -à (-ÿ), -â. Ñð.: seeing — óâèäåâ. ÐII îáðàçóåòñÿ ó ïðàâèëüíûõ ãëàãîëîâ ïðè ïîìîùè îêîí÷àíèÿ -ed, êîòîðîå ïðèñîåäèíÿåòñÿ ê îñíîâå ãëàãîëà. Ñð.: to translate — translated. Ó íåïðàâèëüíûõ ãëàãîëîâ ÐII èìååò çàôèêñèðîâàííóþ â òàáëèöå ôîðìó. Ñð.: to write — written. ÐII ïåðåâîäèòñÿ íà ðóññêèé ÿçûê ïðè÷àñòèåì ñ ñóôôèêñàìè -àíí (-ÿíí); -îìó (-åìó); -ò. Ñð.: a written letter — íàïèñàííîå ïèñüìî. ÐI è ÐII ñî÷åòàþòñÿ â ïðåäëîæåíèè ñ ñóùåñòâèòåëüíûì è ìîãóò çàíèìàòü ïîçèöèþ êàê ïåðåä ñóùåñòâèòåëüíûì, òàê è ïîñëå íåãî. Ñð.: a flying bird — a bird flying in the sky.  ïðåäëîæåíèè ïðè÷àñòíûé îáîðîò ìîæåò çàíèìàòü ïîçèöèþ ìåæäó ïîäëåæàùèì è ñêàçóåìûì. Ñð.: The tests written two weeks ago were checked by the teacher only yesterday.  äàííîì ïðåäëîæåíèè ïîäëåæàùèì ÿâëÿåòñÿ the tests, ñêàçóåìûì — were checked, à ïðè÷àñòíûì îáîðîòîì — written two weeks ago. Î÷åâèäíî, ÷òî äëÿ òîãî, ÷òîáû ïðàâèëüíî ïåðåâåñòè ïðåäëîæåíèå, íåîáõîäèìî íàéòè ïîäëåæàùåå è ñêàçóåìîå è îïðåäåëèòü ïðè÷àñòíûé îáîðîò. Òåïåðü ìîæíî ïåðåâåñòè âñå ïðåäëîæåíèå: Òåñòû, íàïèñàííûå äâå íåäåëè íàçàä, áûëè ïðîâåðåíû ïðåïîäàâàòåëåì òîëüêî â÷åðà. § 2. Îäíîðîäíûå ÷ëåíû ïðåäëîæåíèÿ — ýòî äâà èëè áîëåå êîìïîíåíòîâ ïðåäëîæåíèÿ, êîòîðûå èìåþò îäíó è òó æå ñèíòàêñè÷åñêóþ ôóíêöèþ è îòíîñÿòñÿ ê îäíîìó è òîìó æå ÷ëåíó ïðåäëîæåíèÿ. Ñð.: The grass was long and high and wet.→

→ The grass was

long high wet 29

Êàæäûé ÷ëåí ïðåäëîæåíèÿ: ïîäëåæàùåå, ñêàçóåìîå, äîïîëíåíèå, îïðåäåëåíèå, îáñòîÿòåëüñòâî — ìîæåò áûòü âûðàæåí ïðè ïîìîùè îäíîðîäíûõ ÷ëåíîâ. § 3. Ñëîæíîå ïðåäëîæåíèå — ýòî ïðåäëîæåíèå, ñîñòîÿùåå èç äâóõ èëè íåñêîëüêèõ ïðîñòûõ ïðåäëîæåíèé. Åñëè âñå ïðåäëîæåíèÿ ñèíòàêñè÷åñêè ðàâíîïðàâíûå, îíè îáðàçóþò ñëîæíîñî÷èíåííîå ïðåäëîæåíèå. Ñð.: The door opened and two men came in. Åñëè ïðåäëîæåíèå ñîñòîèò èç ãëàâíîãî è ïðèäàòî÷íîãî ïðåäëîæåíèé (è ïðèäàòî÷íîå çàâèñèò îò ãëàâíîãî è ïðèñîåäèíÿåòñÿ ê íåìó ïðèäàòî÷íûìè ñîþçàìè), òî òàêîå ïðåäëîæåíèå íàçûâàåòñÿ ñëîæíîïîä÷èíåííûì. Ñð.: Pooh was very proud when he heard this.  ñëîæíîïîä÷èíåííîì ïðåäëîæåíèè ïðèäàòî÷íîå ïðåäëîæåíèå ìîæåò çàíèìàòü ïîçèöèþ íåïîñðåäñòâåííî çà ïîäëåæàùèì, «ðàçðûâàÿ» ãëàâíîå ïðåäëîæåíèå íà äâå ÷àñòè è îòäåëÿÿ ñêàçóåìîå îò ïîäëåæàùåãî. Ñð.: The girl who is sitting in the garden is my sister.  äàííîì ïðåäëîæåíèè ïîäëåæàùåå — the girl, ñêàçóåìîå — is, à who is sitting in the garden ÿâëÿåòñÿ ïðèäàòî÷íûì ïðåäëîæåíèåì è îòíîñèòñÿ ê ïîäëåæàùåìó the girl. Òàêèì îáðàçîì, ãëàâíûì ïðåäëîæåíèåì ÿâëÿåòñÿ The girl is my sister, à ïðèäàòî÷íûì — who is sitting in the garden. Äàííîå ñëîæíîïîä÷èíåííîå ïðåäëîæåíèå, ñëåäîâàòåëüíî, ïåðåâîäèòñÿ ñëåäóþùèì îáðàçîì: Äåâóøêà, êîòîðàÿ ñèäèò â ñàäó, ìîÿ ñåñòðà. § 4.  àíãëèéñêîì ñëîæíîïîä÷èíåííîì ïðåäëîæåíèè ìîæåò îòñóòñòâîâàòü ñîþç (that, which, who), êîòîðûé ñâÿçûâàåò ãëàâíîå è ïðèäàòî÷íîå ïðåäëîæåíèå. Ñð.: He has just signed the document you are looking for. Äàííîå áåññîþçíîå ïðåäëîæåíèå ìîæíî ñäåëàòü ñîþçíûì. Ñð.: He has just signed the document that you are looking for. Äëÿ òîãî, ÷òîáû ïðàâèëüíî ïåðåâåñòè ñëîæíîå áåññîþçíîå ïðåäëîæåíèå, íåîáõîäèìî â êàæäîì èç ñîñòàâëÿþùèõ åãî ïðåäëîæåíèé íàéòè ïîäëåæàùåå è ñêàçóåìîå, ò. å. âûäåëèòü ñîñòàâëÿþùèå ñëîæíîïîä÷èíåííîå ïðåäëîæåíèå ïðîñòûå ïðåäëîæåíèÿ.  ãëàâíîì ïðåäëîæåíèè ïîäëåæàùåå — he, à ñêàçóåìîå — has signed; â ïðèäàòî÷íîì ïðåäëîæåíèè ïîäëåæàùåå — you, à ñêàçóåìîå — are looking for. Ó÷èòûâàÿ âûøåèçëîæåííîå, ìîæíî ïåðåâåñòè ïðåäëîæåíèå ñëåäóþùèì îáðàçîì: Îí òîëüêî ÷òî ïîäïèñàë äîêóìåíò, êîòîðûé òû èùåøü. 30

§ 5.  àíãëèéñêîì ïðåäëîæåíèè ïîäëåæàùåå ìîæåò îòñóòñòâîâàòü è åãî ïîçèöèþ çàíèìàòü ïðèäàòî÷íîå ñîþçíîå ïðåäëîæåíèå. Ñð.: What is in fashion today will be out of date tomorrow.  äàííîì ñëîæíîì ïðåäëîæåíèè â ïîçèöèè ïîäëåæàùåãî íàõîäèòñÿ ïðèäàòî÷íîå What is in fashion today, à ñêàçóåìîå — will be out of date — ÿâëÿåòñÿ ñêàçóåìûì ãëàâíîãî ïðåäëîæåíèÿ. Íà ðóññêèé ÿçûê äàííîå ïðåäëîæåíèå ñëåäóåò ïåðåâåñòè ñëåäóþùèì îáðàçîì: Òî, ÷òî â ìîäå ñåãîäíÿ, çàâòðà âûéäåò èç ìîäû. § 6. Èíôèíèòèâ — ýòî íåëè÷íàÿ ôîðìà ãëàãîëà, ôîðìàëüíûì ïðèçíàêîì êîòîðîé ÿâëÿåòñÿ ÷àñòèöà «to»: to read, to write, to play.  ïðåäëîæåíèè èíôèíèòèâ âûïîëíÿåò ôóíêöèè ìíîãèõ ÷ëåíîâ ïðåäëîæåíèÿ: ïîäëåæàùåãî, ÷àñòè ñêàçóåìîãî, ïðÿìîãî äîïîëíåíèÿ, îáñòîÿòåëüñòâà öåëè è îïðåäåëåíèÿ. Åñëè èíôèíèòèâ ÿâëÿåòñÿ â ïðåäëîæåíèè îïðåäåëåíèåì, òî åãî ïåðåâîäÿò ïðè ïîìîùè âûðàæåíèé «êîòîðûé ìîæíî», «êîòîðûé íóæíî». Ñð.: The experiment to be carried out is very important. — Ýêñïåðèìåíò, êîòîðûé íóæíî ïðîâåñòè, î÷åíü âàæåí. Åñëè èíôèíèòèâ âûïîëíÿåò ôóíêöèþ îáñòîÿòåëüñòâà öåëè, òî ïðåäëîæåíèå ïåðåâîäÿò îáîðîòîì «Äëÿ òîãî, ÷òîáû...». Ñð.: He is too young to be a student. — Îí ñëèøêîì ìîëîä, äëÿ òîãî, ÷òîáû áûòü ñòóäåíòîì.

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СЛОВАРЬ А advance (v) advertising advertisment affair age amount ancient arable area arrangement authority

ïðîäâèãàòü âïåðåä ðåêëàìèðîâàíèå ðåêëàìà äåëî âåê; ïåðèîä, ýïîõà êîëè÷åñòâî äðåâíèé ïàõîòíûé ðàéîí óñòðîéñòâî âëàñòü

B ban (v) belief benefit (v) border (n) boundary brand

çàïðåùàòü âåðà èçâëåêàòü ïîëüçó, âûãîäó ãðàíèöà ãðàíèöà ìàðêà; êà÷åñòâî

С carbon dioxide carry out casualty cause (n) challenge (v) challenge (n) circumstance citizen civil cloning community concern (v) connect 32

óãëåêèñëûé ãàç âûïîëíÿòü ðàíåíûå è óáèòûå äåëî; ïðè÷èíà ïîäâåðãàòü ñîìíåíèþ; îñïàðèâàòü âûçîâ; ïðîáëåìà îáñòîÿòåëüñòâî ãðàæäàíèí ãðàæäàíñêèé êëîíèðîâàíèå îáúåäèíåíèå; ñîîáùåñòâî êàñàòüñÿ; èìåòü îòíîøåíèå ñâÿçûâàòü

consequence consumer consumption contemporary credible customer cyberspace cycle

ïîñëåäñòâèÿ ïîòðåáèòåëü ïîòðåáëåíèå ñîâðåìåííûé çàñëóæèâàþùèé äîâåðèÿ ïîêóïàòåëü êèáåðïðîñòðàíñòâî öèêë

D damage (v) decade decrease (v) destroy develop disputed domestic

ïîðòèòü; íàíîñèòü óùåðá äåñÿòèëåòèå óìåíüøàòüñÿ ðàçðóøàòü ðàçâèâàòü ñïîðíûé âíóòðåííèé; îòå÷åñòâåííûé

E efficiency emerge environment escape (v) exist expand explosion extinction

ýôôåêòèâíîñòü; ïðîäóêòèâíîñòü ïîÿâëÿòüñÿ; âîçíèêàòü îêðóæàþùàÿ ñðåäà èçáåæàòü; ñïàñòèñü ñóùåñòâîâàòü ðàñøèðÿòüñÿ; óâåëè÷èâàòüñÿ â îáúåìå âçðûâ âûìèðàíèå

F facilitate faith fall (n) force (n)

îáëåã÷àòü; ñïîñîáñòâîâàòü âåðà ïàäåíèå; ñíèæåíèå ñèëà

G gene global

ãåí ãëîáàëüíûé; âñåîáùèé; âñåìèðíûé 33

H HIV human-engineering

ÂÈ× ãåííàÿ èíæåíåðèÿ

I identify impact (v) independent influence (v) influence (n) intelligence services

èäåíòèôèöèðîâàòü âëèÿòü íåçàâèñèìûé âëèÿòü âëèÿíèå ðàçâåäêà

L lack (v) last (v)

íå õâàòàòü; íå èìåòü; íå äîñòàâàòü ïðîäîëæàòüñÿ; äëèòüñÿ

M multilateral

ìíîãîñòîðîííèé

N nitrogen

àçîò

P paradise partici pation perpetrator power preparation present oneself promote protection

ðàé ó÷àñòèå ïðåñòóïíèê ñèëà; âëàñòü ïîäãîòîâêà ïðåäñòàâëÿòüñÿ ïðîäâèãàòü; ñïîñîáñòâîâàòü çàùèòà

R raise (v) reason recognition recognize

34

ïîäíèìàòü ïðè÷èíà ïðèçíàíèå; óçíàâàíèå óçíàâàòü; ïðèçíàâàòü

recruiter reduce reliability represent rescue (n) responsible resources revolt rise (n)

âåðáîâùèê óìåíüøàòü; ñîêðàùàòü íàäåæíîñòü ïðåäñòàâëÿòü ñïàñåíèå îòâåòñòâåííûé ðåñóðñû âîññòàíèå; ìÿòåæ; ïðîòåñò ïîâûøåíèå; óâåëè÷åíèå

S sacrifice satisfaction security sell (v) society sovereignty species spread suicide bomber

æåðòâîâàòü óäîâëåòâîðåíèå áåçîïàñíîñòü ïðîäàâàòü îáùåñòâî ñóâåðåíèòåò âèä; ðîä ðàñïðîñòðàíÿòüñÿ; ïðîñòèðàòüñÿ òåððîðèñò-ñàìîóáèéöà

T target threaten trade treaty trend trust (v)

öåëü óãðîæàòü òîðãîâëÿ äîãîâîð íàïðàâëåíèå; òåíäåíöèÿ âåðèòü; äîâåðÿòü

U uprising

âîññòàíèå

V voluntary

äîáðîâîëüíûé

W wreck (v)

ðàçðóøàòü

35

СПИСОК

ЛИТЕРАТУРЫ

1. Foreign affairs. 2000—2001. 2. Foreign policy. 2000. 3. Hornby A.S. Oxford Advanced Learner’s Dictionary / Ed. by S. Wehmeier and M. Ashby. Oxford, 2000. 4. Ãîðäîí Å.Ì., Êðûëîâà È.Ï. Ãðàììàòèêà ñîâðåìåííîãî àíãëèéñêîãî ÿçûêà. Ì., 1980. 5. Êîáðèíà Í.À. è äð. Ãðàììàòèêà àíãëèéñêîãî ÿçûêà. Ì., 1985.

СОДЕРЖАНИЕ Ïðåäèñëîâèå ................................................................................ 3 UNIT 1. Òåêñò «Toward Global Parliament» ............................... 4 UNIT 2. Òåêñò «Sovereignty» ...................................................... 7 UNIT 3. Òåêñò «Political contagion» ......................................... 10 UNIT 4. Òåêñò «Rational Fonatics» ........................................... 13 UNIT 5. Òåêñò «The Rise of the Brand State» .......................... 19 UNIT 6. Òåêñò «The Information Revolution» ........................... 22 UNIT 7. Òåêñò «The Age of Environment» ................................ 25 Ãðàììàòè÷åñêèé ñïðàâî÷íèê .................................................... 29 Ñëîâàðü ....................................................................................... 32 Ñïèñîê ëèòåðàòóðû ................................................................... 36

Ñòàíêîâà Òàòüÿíà Þðüåâíà

P RACTISE

READING MODERN PRESS

Ìåòîäè÷åñêèå ðåêîìåíäàöèè ïî âûðàáîòêå íàâûêîâ ÷òåíèÿ àíãëîÿçû÷íîé ïðåññû äëÿ ñòóäåíòîâ èñòîðè÷åñêîãî ôàêóëüòåòà

Ãëàâíûé ðåäàêòîð À.Â. Øåñòàêîâà Ðåäàêòîð Í.Í. Çàáàçíîâà Òåõíè÷åñêèé ðåäàêòîð À.Â. Ëåïèëêèíà

Ïîäïèñàíî â ïå÷àòü 09.06.03. Ôîðìàò 60½84/16. Áóìàãà îôñåòíàÿ. Ãàðíèòóðà Òàéìñ. Óñë. ïå÷. ë. 2,33. Ó÷.-èçä. ë. 2,5. Òèðàæ 100 ýêç. Çàêàç .

Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà. 400062, Âîëãîãðàä, óë. 2-ÿ Ïðîäîëüíàÿ, 30.