- •Учебно-методическое пособие
- •Содержание
- •Предисловие
- •Unit 1 education
- •Private Schools Growing But Lack Recognition
- •Мамармен: начало начал
- •Reading
- •Adults go to school
- •Manager on a Picket Line
- •Teacher on the lip
- •Able to be got 3
- •Ломоносову не было бы стыдно
- •Higher Education in the usa
- •Misconceptions of Studying in the United States
- •1. America is full of crime and is a dangerous place
- •2. It is too expensive
- •3. You may not be accepted or well-received by the locals
- •4. The usa is not known for certain academic disciplines
- •5. Recent international developments have made the usa dangerous
- •Организация учебного процесса
- •Final Task
- •Unit 2 application for a job
- •Preparing For a Job: cVs
- •Your cv should include:
- •The Skills of Giving a Presentation The Art of Public Speaking
- •Can you tell me something about yourself?
- •What has made you want to leave your current position?
- •Where do you see yourself five years from now?
- •4. What’s your biggest weakness?
- •5. What is your greatest strength?
- •6. Do you usually prefer working with others or on your own?
- •7. Can you describe the qualities you think a good boss possesses?
- •8. What do you like to do in your spare time?
- •9. What attracts you to the company?
- •10. Why are you the right person for this job?
- •Interview killers:
- •Найти работу за две недели
- •Ten Attributes of a Good Employee
- •Национальные различия корпоративной культуры
- •Берем курс на запад
- •Послать всех на тренинг
- •Text 3 What Makes a Good Manager? Here are 10 Tips
- •Менеджер по персоналу
- •Unit 3 ecology World scientists’ warning to humanity
- •Worries About World’s Ecology
- •Warning
- •What we must do
- •Не утонем – так сгорим
- •Reading
- •Climate
- •Changing Climate
- •Impacts
- •Неспокойная Земля (Интервью с академиком ю. А. Израэлем)
- •Toxic wasteland
- •Граждане, станьте мешочниками!
- •Helpful vocabulary
- •Final task
- •Unit 4 the purpose of science
- •Nanotechnology: Shaping the World Atom by Atom
- •History
- •New materials, devices, technologies
- •Дамскую сумку оснастили подсветкой
- •40 Тысяч американских курьеров получат новые карманные компьютеры с радиосвязью
- •Unit 5 terrorism
- •What is Cyberterrorism?
- •Лондон детонирует
- •Terrorism and the Media
- •Ес обсуждает меры по борьбе с терроризмом
- •Helpful vocabulary
- •Narcoterrorism
- •Радиационный терроризм: между физикой и политикой
- •Final Task
- •Unit 6 globalization: the argument of our time
- •Defining Globalization
- •Генуя — очередное поле сражения антиглобалистов
- •Reading
- •Additional reading
- •Unit 1 education Text 1 a mickey –mouse generation
- •Text 2 not smart enough for a passing grade ? fake your way into a university
- •Text 3 An American View of Russian Education
- •Is a foreign professor in Russia restricted in what and how he teaches?
- •If you pay, pay for the quality
- •Unit 2 application for a job Text 1
- •26 Советов для успешного прохождения собеседования при устройстве на работу
- •2. Особенно четко формулируйте то, что вы знаете и чего хотите добиться
- •3. Убедитесь, что ваши возможности совпадают с вашими целями
- •4. Четко опишите свои сильные стороны
- •5. Подайте вашу слабость как сильную сторону
- •7. Если вы были уволены, скажите об этом прямо.
- •8. У вас должны быть ваши личные стандарты
- •9.Задавайте вопросы интервьюеру
- •10. Не позволяйте вопросу о зарплате изводить себя
- •Text 2 My goal
- •Text 3 How to Keep a Good Project on Track? Here Are 1o Tips
- •Text 4 Leadership is a question of style
- •Unit 3 ecology Text 1 Greenpeace movement
- •Text 2 Killing the Volga
- •Text 3 Shrinking Sea
- •Unit 4 the purpose of science Text 1 a Future with Nowhere to Hide?
- •Is Your Cell Really Safe?
- •Terrorism
- •Definitions of Terrorism
- •Text 2 Terrorism: An Introduction
- •I Was There...
- •Text 4 Notes from a Russian volunteer
- •Text 5 Who's To Blame?
- •Unit 6 globalization: the argument of our time Text 1
- •Communication activity unit 1 education
- •Opinions
- •Unit 3 ecology
- •Unit 4 the purpose of science
- •Terrorism
- •Unit 6 globalisation
- •Just for fun
Unit 6 globalisation
1. Are you a globalised shopper? Working individually students write down the brand names of the following products:
The pair of trainers they would most like
The last pair of jeans or trousers they bought
The walkman or minidisc player they would most like
The mobile phone they would buy if they won the lotter
2. Where do our clothes come from? Working as a group the class conduct a mini-survey of the origin of their clothing. Check labels and try to get one country of origin from each student.
Students can use their results to answer these questions:
Which is the most common country of origin?
Where in the world are these countries, northern or southern hemisphere?
Are these countries rich or poor?
3. Globalisation is generating increased wealth. But it is also generating great instability. Why do people find change threatening? Can globalisation be stopped
4. Ask students to work in groups. Opponents of globalisation say it leads to exploitation of the world's poor. They say it makes it easier for rich companies to act with less accountability. In the third world workers and the environment receive less protection.
Those in favour of globalisation say increasing world trade should make everyone richer. They suggest that global phenomena like the internet can help those who are oppressed. Trade links can be used to encourage countries to respect human rights.
5. Have students visit National Geographic's Globalization site and read the text. Ask them to take notes on the effects of globalization that the author cites in this article. Which country's culture seems to be impacting the world the most? What does the author say about U.S. culture? How does she feel about globalization in general?
Have students browse the Vanishing Cultures Photo Gallery and think about the effects of globalization on the cultures discussed.
Divide the class into small groups, and have each group make a four-column chart with "American culture" in the left heading, "European culture" and "Japanese culture" in the middle columns, and "Indigenous cultures" on the right. Define indigenous cultures as cultures like the ones they saw on the "Vanishing Cultures" site.
Ask students to list all the impacts they think globalization might have on these cultural groups. [Note: Make sure they understand that these groups are gross generalizations and that there are really many cultural groups within each one.] They should list both positive and negative impacts and write a plus or minus sign next to each one. They may need to conduct some basic research on these cultures before making their lists.
6. Have students write paragraphs answering the question "Is globalization a good thing, a bad thing, or a combination of good and bad?" They should provide specific examples from their research.
7. Ask students to list all the ways that globalization has affected them personally. Then have them write short paragraphs explaining whether they think these changes are positive or negative
What does “Heroes for the Planet” mean? Present your ideas
8. Ask students to give comments on the following: Globalisation could involve all these things! Globalisation could involve all these things!
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