Terrorism: the Issue at a Glance

Part 2

For Americans, though, the Sept. 11 terrorist attack was a defining moment.

The end of the Cold War, and the breakup of the Soviet Union, changed the very nature of many terrorist organizations. The Soviet bloc was believed to have provided considerable aid to terrorist organizations and nations that supported them. Terrorists were forced to find other sources of funding, which reportedly have included such activities as drug trafficking, underground banking systems and money laundering. Osama bin Laden, whose Afghanistan-based al Qaeda organization is considered the prime suspect in the recent attacks on the U.S., has at his disposal an estimated $300 million in personal wealth.

The problem of concerted terrorist activity is not limited to the Mideast, as seen in the rise of violent attacks in South Asia and the Pacific Rim, particularly in Sri Lanka. But, for the U.S., the current threat is distinctly rooted in the Mideast among Islamic extremists, and the stakes have been raised by the proliferation of chemical and biological weapons and fears that terrorists might get their hands on nuclear devices.

A recent report by the nonpartisan Congressional Research Service said the current focus on Muslim terrorist groups raises the question of “how to condemn and combat such terrorist activity, and the extreme and violent ideology of specific radical groups, without appearing to be anti-Islamic in general”.

For the United States, the issue of terrorism has been something of a foreign-policy in the world often ruled by real politik. Alliances shift - yesterday's foe becomes today's friend - and infiltrating the world of terrorism sometimes requires dealing with people who have blood on their hands.

Five of the seven nations on the U.S. State Department's list of countries that sponsor terrorism are in or near the Middle East: Iran, Iraq, Libya, Syria and Sudan (Cuba and North Korea round out the list). Afghanistan, Pakistan, Lebanon and Yemen also have been cited as centers of major terrorist activity.

Now, however, Pakistan is playing a key role in U.S. plans for military action against Afghanistan, and Washington is seeking to bring Iran and Syria into its anti-terrorism coalition.

The U.S. also finds itself in conflict with former allies. The U.S., for example, aided the Islamic radicals who now rule Afghanistan when they were fighting the Soviet occupation. Saddam Hussein received American support when Iraq was engaged in its decade-long war with Iran.

Officially, Washington says it will not negotiate with terrorists. As a practical mailer, though, that policy has been waived with regard to the Palestinian Liberation Organization and the Irish Republican Army as an inducement to peace talks.

President Bush has mobilized the military for what he says will be a long-term campaign against terrorists. In his address to a joint session of Congress. President Bush announced the creation of a cabinet-level homeland defense office. One of its key missions will be improving coordination between the FBI, the CIA and other investigative agencies. There have been a number of reports that potential clues to an impending attack on the U.S. may have fallen through the cracks because of poor coordination of investigative efforts.

Among other policy proposals to deal with terrorism:

- The Bush administration wants to expand the government's ability to use wiretaps and is taking steps to make it easier to detain legal immigrants for questioning.

- There have been calls for a more aggressive counter-terrorism program with more covert activity, including assassinations of terrorist leaders.

- Tougher economic sanctions have been urged for nations that harbor or aid terrorists, along with a worldwide campaign to crack down on banks that launder money for terror groups.

- Some members of Congress want federal employees to take over the job of airport security, although the administration has expressed concern about the potential cost. In the near term, travelers will encounter tougher security measures at the nation's airports.

- Others have recommended better disaster preparedness, coupled with efforts to combat cyber terrorism; an international court to try terrorism cases; and making homeland defense the key mission of the National Guard.

The administration has warned that military action against terrorist organizations could entail significant casualties. On the home front, there are also concerns that civil liberties could be eroded if law enforcement is given more leeway to conduct searches, detain suspects, install wiretaps, deploy high-tech surveillance and perform racial and ethnic profiling

“U.S. leaders must find the appropriate balance by adopting counterterrorism policies which are effective but also respect the democratic traditions which are the bedrock of America's strength,” the National Commission on Terrorism wrote in a report to Congress last year.

Задания к тексту 9

1. Ответьте на следующие вопросы:

a) Why September 11 terrorist attack was a defining moment for Americans?

b) Which organization is considered the prime suspect in the recent attacks on the USA? Who is the leader of it?

c) Where is the current threat distinctly rooted for the U.S.?

d) What five of the seven nations that sponsor terrorism are on the U.S. State Department’s list of countries?

e) What is President Bush position on terrorists and terrorism?

f) What are the main policy proposals to deal with terrorism?

2. Выразите содержание первого абзаца двумя предложениями.

3. Сделайте вывод по содержанию первых двух абзацев.

4. Составьте перечень проблем затронутых в тексте.

5. Напишите реферат.

6. Составьте аннотацию.

ТЕКСТ 10

THE GOLDEN DOOR

Part 1

The story of the American people is a story of immigrants. More than 75 percent of all the people history who have ever left their homelands to live in another country have moved to the United States, the course of its history it has taken in more people from other lands than any Other country in the world. Since the founding of Jamestown in 1607 more than fifty million people from other lands have made new homes there.

Between 1840 and I860 more immigrants than eves before arrived. Most came from Europe. Poor crop hunger and political unrest caused an estimated five million Europeans a year to leave the lands of their birth at this time. More of them went to the United States than to any other country.

Among these immigrants were many Irish people. The Irish depended for food upon their crops of potatoes. For five years after 1845 these became diseased and rotted in the fields. About 750,000 Irish people starved to death. Many of the survivors left Ireland and went to the United States. In 1847 alone more than 118,000 of them immigrated there. By I860 one in every four of the people living in the city of New York had been born in Ireland. Today more than thirteen million Americans have Irish ancestors.

During the Civil War in the 1860s the federal government encouraged more emigration from Europe. It did this by offering land to immigrants who would serve as soldiers in the Union armies. By 1865 about one in five of the soldiers in the armies of the North was a wartime immigrant. Many had come from Germany. Today about one in three of all Americans have German ancestors.

Ireland is in the west of Europe. Germany is in the north. Until about 1880 most immigrants to the United States came from these regions. Then a big change took place. More emigrants from lands in the south and cast of Europe began to arrive-Italians, Poles, Greeks, Russians, Hungarians, Czechs. By 1896 more than half of all the immigrants entering the United States were from eastern or southern Europe.

On a small island in New York harbor stands a giant statue of a robed woman. She looks out to sea, her right arm holding a torch high in the air. She is the Statue of Liberty, one of the best-known landmarks in the world. The Statue of Liberty was presented to the United States in 1886. It was given by the people of France to mark the hundredth anniversary of the War of Independence. For millions of immigrants the Statue of Liberty has been their first sight of America. Carved on its base are words that for more than a hundred years now have offered them hope.

Задания к тексту 10

1. Ответьте на следующие вопросы:

a) Why is the story of American people called the “story of immigrants”?

b) Where did the most immigrants come from?

c) Why there were so many Irish immigrants?

d) How did the federal government encourage more emigration from Europe in 1860s and why?

e) What other countries did immigrants come from?

f) What is one of the best-known landmarks in the world associated with New -York city?

2. Выразите содержание каждого абзаца одним предложением.

3. Составьте план текста.

4. Выпишите предложения, наиболее полно раскрывающие каждый пункт плана.

5. Переведите текст.

6. Напишите аннотацию.

Текст 11

THE GOLDEN DOOR

Part 2

So many immigrants wanted to enter the United States in the late 1800s that the government found it difficult to keep check on them. To control the situation it opened a special place of entry in New York harbor. This place was called Ellis Island. All intending immigrants were examined there before they were allowed to enter the United States.

Ellis Island was opened in 1892. During its busiest times it dealt with almost 2,000 immigrants a day. Between its opening and 1954, when it closed its doors, more than twenty million people waited anxiously in its halls and corridors. Immigration officers asked these people questions to find out if they were criminals or mentally abnormal. Doctors examined them for disease. A letter chalked on their clothing-H for heart disease or E for eye disease-could end their hopes of a new life in America.

But most passed the examinations. Almost half of all present-day Americans have ancestors who entered the United States by way of Ellis Island.

The immigrants found work in busy cities like New York, Chicago and Pittsburgh-stitching garments, feeding furnaces, laboring on factory assembly lines, hacking out coal. They worked hard because they wanted to make a success of their new life. Yet for most immigrants this new life was a hard one. They were outsiders in a strange land. Often they could not even speak its language. Only the hardest and lowest paid jobs were open to them. They had to work for long hours in dangerous conditions and to live in overcrowded slums that were breeding places of disease and misery,

Yet bad as conditions were, they often seemed preferable to those the immigrants had left behind in Europe. In the United States they were free from religious and political persecution. They were often better dressed and better fed than they had ever been before. They marveled at such wonders as free schools for their children, at the lamps glowing along the city streets at nights, and at the fact that soap was cheap enough to be used by everyone! So the immigrants continued to pour in. By 1910 it was estimated that 14,5 percent of the people then living in the United States had been born in other countries. This flood of immigrants worried many Americans. They accused immigrants of taking jobs away from American-born workers, of lowering standards of health and education, and of threatening the country's traditions and way of life by bringing in "un-American" political ideas like anarchism and communism.

Задания к тексту 11

1. Ответьте на следующие вопросы:

a) What kind of place did New York government open to control the situation with the immigrants?

b) When was Ellis Island opened?

c) How many immigrants did it deal a day?

d) What kind of procedure did immigrants go through?

e) What kind of life did they live in a new country?

2. Составьте план текста.

3. Выпишите предложения, наиболее полно раскрывающие каждый пункт плана.

4. Составьте перечень проблем затронутых в тексте.

5.Напишите реферат.

6.Составьте аннотацию.

ТЕКСТ 12

Melting pot or salad bowl?

In 1908 Israel Zangwill wrote a play, The Melting Pot. The hero, a refugee from persecution in Czarist Russia, escapes to the United States. In the final scene he speaks with enthusiasm about the mixture of peoples in his new homeland:

"America is God's Crucible, the great Melting Pot where all the races of Europe arc melting and reforming! Mere you stand in your fifty groups with your fifty languages and histories, and your fifty blood hatreds and rivalries, but you won't be like that for long, brothers, for these are the fires of God you've come to-these arc the fires of God. German and Frenchman, Irishman and Englishman, Jews and Russians-into the Crucible with you all! God is making the American... He will be the fusion of all races, the coming superman."

Zangwill's play was a great success. This was perhaps because many in the audiences who came to see it found its message reassuring. At a time when poor and uneducated immigrants from Europe were flooding into the United States in millions, it was comforting for Americans to be told that their country could turn the newcomers into Americans like themselves.

In fact this never really happened, at least not completely. The United States turned out to be more of a salad bowl than a melting pot. Groups from similar national and ethnic backgrounds often stayed together, keeping alive their old identities and many of their old customs. They lived in "Chinatowns" or "Little Italys," areas populated almost entirely by Americans of similar ethnic origins. Such districts can still be found in many large American cities.

Americans from different immigrant backgrounds do mix together in time. It has been estimated, for example, that about 80 percent of the great-grandchildren of early-twentieth-century European immigrants marry outside their own ethnic groups. Yet such third generation Americans often cling with pride to important elements of their ethnic heritage. So do many Americans whose immigrant origins are even further in the past.

Such accusations were not new. In the 1860s Chinese workers had been brought to California to build the railroads. The fact that Chinese laborers were willing to work for less pay caused American workers to dislike them. They felt threatened by these people with a different language and a different racial appearance. Chinese communities in the West were attacked and their buildings were burned down. Henry Sienkiewicz, a visitor from Poland, described a scene he witnessed in 1876:

"I was in San Francisco the night a massacre of the Chinese was expected. By the light streaming from burning buildings along the coast marched huge, menacing crowds of workers, carrying banners bearing such inscriptions as the following: 'Self preservation is the first law of nature.'... Order was at last restored, but only after the railroads, which had provoked the disturbances by reducing the wages of white men, agreed not to reduce wages and to dismiss their Chinese employees."

In 1882 the strength of anti-Chinese feeling caused Congress to ban most Chinese immigration. Japanese and other Asian immigrants were refused entry as well and by 1924 no Asian immigrants were permitted into the United States. The ban lasted until after the Second World War.

In the 1920s Congress passed laws to limit all kinds of immigration. The one which had most effect was the Reed-Johnson Immigration Act of 1924. This law was an answer to the fears and the prejudices of Americans who were descendants of earlier north European immigrants. It said that in the future no more than 150,000 immigrants a year would be let into the United States. Each country which sent immigrants was given a "quota" which was based on the number of its people already living in the United States. Each more it had there already, the more new immigrants it would be allowed to send.

The 1924 system was designed mainly to reduce immigration from southern and eastern Europe. Once it began, 87 percent of the immigration permits went to immigrants from Britain, Ireland, Germany and Scandinavia-the countries from which the ancestors of most 1920s Americans had come.

Задания к тексту 12

1. Ответьте на следующие вопросы:

а) What kind of play did Israel Zangwill write? What was it about?

b) What did a refugee from Czarist Russia speak about in the final scene? What made him feel enthusiastic?

c) Why was a play a great success?

d) Why did the United States turn out to be more of a salad bowl than a melting pot?

c) Which fact caused American workers to dislike immigrants from China?

d) What happened in 1882?

e) What was the most effective immigration act and why?

2. Составьте план текста.

3. Разделите текст на абзацы. Озаглавьте их, выразив основную мысль.

4. Дайте ваш вариант заголовка.

5. Переведите текст.

6. Составьте аннотацию.

Текст 13

A few words about British identity and loyalty. How important is it to British people that they are British? Do they feel they 'belong' to Britain?

Perhaps because of the long tradition of a clear separation between the individual and the state, British people, although many of them feel proud to be British, are not normally actively patriotic. They often feel uncomfortable if, in conversation with somebody from another country, that person refers to 'you' where 'you' means Britain or the British government. They are individualistic and do not like to feel that they are personally representing their country.

During the last quarter of the twentieth century there was a dramatic and severe loss of confidence in British public institutions. Nearly one third of the people questioned in an opinion poll in the early 99s said that they could think of nothing about Britain to be proud of. In addition, almost half said that they would emigrate if they could – suggesting a low degree of attachment to the country. This decrease in confidence was accompanied by a change in the previous rather patronizing attitude to foreigners and foreign ways. In the days of empire, foreigners were often considered amusing, even interesting, but not really to be taken seriously. These days, many foreign ways of doing things are admired (although perhaps a bit resentfully) and there is a greater openness to foreign influences.

Along with this openness, however, goes a sense of vulnerability, so that patriotism often takes a rather defensive form. For instance, there are worries about the loss of British identity in the European Union. This is perhaps why the British cling so obstinately to certain distinctive ways of doing things, such as driving on the left and using different systems of measurement.

It is in this climate of opinion that the dramatic increase in support for the government during the Falklands/Malvinas War in 1982 must be interpreted. Here was a rare modern occasion forthe British people to be actively patriotic. Many of them felt that here, for once, Britain was doing something right and doing it effectively!

The Brits are not really chauvinistic. Hostility to people from other countries is very rare. If there is any chauvinism at all, it expresses itself through ignorance. Most British people know remarkably little about Europe and who lives there. The popular image of Europe seems to be that it is something to do with the French. It is an indication of the apparently widespread assumption that Europe is a place where everybody speaks French.

The British continue to be very bad about learning other peoples' languages. Fluency in any European language other than English is generally regarded as exotic. But there is nothing defensive or deliberate about this attitude. The British do not refuse to speak other languages. They are just lazy.

Задания к тексту 13

1. In the early years of the twentieth century, the playwright and social commentator George Bernard Shaw remarked that an Englishman only had to open his mouth to make some other Englishman despise him. What was he talking about? Would he say the same thing today?

2. Ответьте на следующие вопросы:

a) Why do you think many of the Brits feel proud to be British?

b) What happened during the last quarter of the twentieth century?

c) How was the foreign ways of doing things considered in the days of empire and nowadays?

d) What is British patriotism?

e) Are t he Brits are really chauvinistic? Prove your statement.

f) Can the British people be characterized as “good-language learners”?

3. Составьте план текста.

4. Выпишите предложения, наиболее полно раскрывающие каждый пункт плана.

5. Составьте перечень проблем затронутых в тексте.

6. Дайте ваш вариант заголовка.

7. Напишите реферат.

8. Составьте аннотацию.

Текст 14

Land of tradition

A reputation for tradition can lead to its artificial preservation - or even its re-introduction. A notable example is the Asquith taxi. This was introduced onto the streets of London in 1994, It is an exact replica of London taxis of the 1930s (except, of course, that it has modern facilities - and a modem meter!). It is deliberately designed that way to appeal to tourists, who equate London – with tradition. Similarly, when London's famous red buses were privatized (sold to private companies) in the early 1990s, the different bus companies wanted to paint their buses in their company colours. The government ruled that all buses had to stay red because that is what the people of London wanted, and that is what the government believed would help the tourist trade.

Stereotypes and change. Societies change over time while their reputations lag behind. Many things which are often regarded as typically British derive from books, songs or plays which were written a long time ago and which are no longer representative of modern life. One example of this is the popular belief that Britain is a 'land of tradition'. This is what most tourist brochures claim. The claim is based on what can be seen in public life and on centuries of political continuity. And at this level - the level of public life – it is undoubtedly true. The annual ceremony of the state opening of Parliament, for instance, carefully follows customs which are centuries old. So does the changing of the guard outside Buckingham Palace.

However, in their private everyday lives, the British as individuals are probably less inclined to follow tradition than are the people of most other countries. There are very few ancient customs that are followed by the majority of families on special occasions. The country has fewer local parades or processions with genuine folk roots than most other countries have. The English language has fewer sayings or proverbs that are in common everyday use than many other languages do. The British are too individualistic for these things. In addition, it should be noted that they are the most enthusiastic video-watching people in the world – the very opposite of a traditional pastime!

There are many examples of supposedly typical British habits which are simply not typical any more. For example, the stereotyped image of the London 'city gent' includes the wearing of a bowler hat. In fact, this type of hat has not been commonly worn for a long time. Food and drink provide other examples. The traditional 'British' (or 'English') breakfast is a large 'fry-up' preceded by cereal with milk and followed by toast, butter and marmalade, all washed down with lots of tea. In fact, only about 10% of the people in Britain actually have this sort of breakfast. Two-thirds have cut out the fry-up and just have the cereal, tea and toast. The rest have even less. What the vast majority of British people have in the mornings is therefore much closer to what they call a 'continental' (i.e. European) breakfast than it is to a 'British' one. The image of the British as a nation of tea-drinkers is another stereotype which is somewhat out of date. It is true that it is still prepared in a distinctive way (strong and with milk), but more coffee than tea is now bought in the country's shops. As for the tradition of afternoon tea with biscuits, scones, sandwiches or cake, this is a minority activity, largely confined to retired people and the leisured upper-middle class (although preserved in tea shops in tourist resorts).

Even when a British habit conforms to the stereotype, the wrong conclusions can sometimes be drawn from it. The supposed British love of queuing is an example. Yes, British people do form queues whenever they are waiting for something, but this does not mean that they enjoy it. In 1992, a survey found that the average wait to pay in a British supermarket was three minutes and twenty-three seconds, and that the average wait to be served in a bank was two minutes and thirty-three seconds. You might think that these times sound very reasonable. But The Sunday Times newspaper did not think so. It referred to these figures as a 'problem'. Some banks now promise to serve their customers 'within two minutes'. It would therefore seem wrong to conclude that their habit of queuing shows that the British are a patient people. Apparently, the British hate having to wait and have less patience than people in many other countries.

English versus British. Because English culture dominates the cultures of the other three nations of the British Isles, everyday habits, attitudes and values among the peoples of the four nations are very similar. However, they are not identical, and what is often regarded as typically British may in fact be only typically English. This is especially true with regard to one notable characteristic — anti-intellectualism. Among many people in Britain, there exists a suspicion of intelligence, education and 'high culture'. Teachers and academic staff, although respected, do not have as high a status as they do in most other countries. Nobody normally proclaims their academic qualifications or title to the world at large. No professor would expect, or want, to be addressed as 'Professor' on any but the most formal occasion. There are large sections of both the upper and working class in Britain who, traditionally at least, have not encouraged their children to go to university. This lack of enthusiasm for education is certainly decreasing. Nevertheless, it is still unusual for parents to arrange extra private tuition for their children, even among those who can easily afford it.

Anti-intellectual attitudes are held consciously only by a small proportion of the population, but an indication of how deep they run in society is that they are reflected in the English language. To refer to a person as somebody who 'gets all their ideas from books' is to speak of them negatively. The word 'clever' often has negative connotations. It suggests someone who uses trickery, a person who cannot quite be trusted (as in the expression “too clever by half”). Evidence of this attitude can be found in all four nations of the British Isles. However, it is probably better seen as a specifically English characteristic and not a British one. The Scottish have always placed a high value on education for all classes. The Irish of all classes place a high value on being quick, ready and able with words. The Welsh are famous for exporting teachers to other parts of Britain and beyond.

Задания к тексту 14

1. Ответьте на следующие вопросы:

a) Can you give an example of artificial preservation or re-introduction concerning British traditions?

b) Are there any stereotypes in British life? What are they?

c) What is the real attitude towards tradition nowadays in Great Britain?

d) What are the examples of supposedly typical British habits which are simply not typical any more?

e) Can the Brits be supposed as a “love of queuing nation”?

f) What is “British suspicion of intelligence, education and 'high culture'.”?

g) Give some examples of British Anti-intellectual attitudes.

2. Составьте план текста.

3. Выпишите по одному предложению, наиболее полно раскрывающему каждый пункт плана.

4. Составьте перечень проблем, затронутых в тексте.

5.Напишите реферат.

6. Составьте аннотацию.

Текст 15

Multiculturalism

The third reason for caution about generalizations relates to the large-scale immigration to Britain from places outside the British Isles in the twentieth century. In its cities at least, Britain is a multicultural society. There are areas of London, for example, in which a distinctively Indian way of life predominates, with Indian shops, Indian clothes, Indian languages. Because in the local schools up to 90% of the pupils may be Indian, a distinctively Indian style of learning tends to take place.

These 'new British' people have brought widely differing sets of attitudes with them. For example, while some seem to care no more about education for their children than people in traditional English culture, others seem to care about it a great deal more.

However, the divergence from indigenous British attitudes in new British communities is constantly narrowing. These communities sometimes have their own newspapers but none have their own TV stations as they do in the United States. There, the numbers in such communities are larger and the physical space between them and other communities is greater, so that it is possible for people to live their whole lives in such communities without ever really learning English. This hardly ever happens in Britain.

It is therefore still possible to talk about British characteristics in general. In fact, the new British have made their own contribution to British life and attitudes. They have probably helped to make people more informal (see below); they have changed the nature of the 'corner shop', the most popular, well-attended festival in the whole of Britain is the annual Notting Hill Carnival in London at the end of August, which is of Caribbean inspiration and origin.

Much can be said about British conservatism. The British have few living folk traditions and are too individualistic to have the same everyday habits as each other. However, this does not mean that they like change. They don't. They may not behave in traditional ways, but they like symbols of tradition and stability. For example, there are some very untraditional attitudes and habits with regard to the family in modern Britain. Nevertheless, politicians often cite their enthusiasm for 'traditional family values' (both parents married and living together, parents as the main source of authority for children etc) as a way of winning support.

In general, the British value continuity over modernity for its own sake. They do not consider it especially smart to live in a new house and, in fact, there is prestige in living in an obviously old one. They have a general sentimental attachment to older, supposedly safer, times. Their Christmas cards usually depict scenes from past centuries; they like their pubs to look old; they were reluctant to change their system of currency.

Moreover, a look at children's reading habits suggests that this attitude is not going to change. Publishers try hard to make their books for children up-to-date. But perhaps they needn't try so hard. In 1992 the two most popular children's writers were noticeably mi-modern (they were both, in fact, dead). The most popular of all was Roald Dahl, whose fantasy stories are set in a rather old-fashioned world. The second most popular writer was Enid Byton, whose stories take place in a comfortable white middle-class world before the 1960s. They contain no references to other races or classes and mention nothing more modern than a radio. In other words, they are mostly irrelevant to modern life.

The British can be particularly and stubbornly conservative about anything which is perceived as a token of Britishness. In these matters, their conservatism can combine with their individualism; they are rather proud of being different. It is, for example, very difficult to imagine that they will ever agree to change from driving on the left-hand side of the road to driving on the right. It doesn't matter that nobody can think of any intrinsic advantage in driving on the left. Why should they change just to be like everyone else? Indeed, as far as they are concerned, not being like everyone else is a good reason not to change.

Задания к тексту 15

1. Ответьте на следующие вопросы:

a) What is a British multicultural society?

b) Who are 'new British' people?

c) What kind of their own contribution have new British made to British life and attitudes?

d) Are the Brits really conservative?

e) Do the British value continuity over modernity for its own sake? Prove your answer.

f) What kind of phenomenon is “a token of Britishness”?

2. Составьте план текста.

3. Выпишите предложения, наиболее полно раскрывающие каждый пункт плана.

4. Составьте перечень проблем затронутых в тексте.

5. Дайте ваш вариант заголовка.

6. Напишите реферат.

7. Составьте аннотацию.

КЛЮЧИ К ЗАДАНИЯМ

Текст 1

2. Every population centre in America, whether small or big, necessarily has at least one bank.

3. a) In their pursuit of high profit, the banks sometimes get involved in risky operations fraught with bankruptcy. So / thus, the Federal government takes measures to minimize the danger of banks going broke.

b) The Federal government takes measures to minimize the danger of banks going broke as / because in their pursuit of high profit, the banks sometimes get involved in risky operations fraught with bankruptcy.

c) Due to the fact that in their pursuit of high profit, the banks sometimes get involved in risky operations fraught with bankruptcy, the Federal government takes measures to minimize the danger of banks going broke.

8. The article is concerned with the role banks play in America. The author shows who their customers are and describes the activities banks usually undertake to make profit. Attention is also drawn to the functions the Federal Government performs to control banks’ activity.

Текст 2

3. a) If / in case / provided two or more individuals or organizations have something to exchange, there is need for marketing.

b) If / in case / provided two or more individuals or organizations don’t have anything to exchange, there is no need for marketing.

4. 1- b 2-c

5. The text is devoted to different periods of development of the exchange process. The author attracts attention to the conditions necessary for any exchange to occur and points out the reasons of trade fluctuations as well as marketing importance.

Текст 3

3. 1- c 2-a

4. a) To understand what marketing is, it’s necessary to know what “needs” and

“wants” mean and to catch the difference between the two.

b) Marketing is a much wider activity than advertising or personal selling and it is aimed at beneficial exchanges that satisfy the objectives of both buyers and sellers.

c) Prospective customers including both individuals and organizations trade things of value to benefit from the trade.

d) Four factors are required to make marketing possible.

5. To understand what marketing is it’s necessary to know the meaning of the words “needs” and “wants”. A need is a thing a person can’t live without. A want is different from a need in that it makes life more pleasant and is shaped by a person’s knowledge, culture, and personality.

Marketing should be differentiated from advertising and personal selling as it is a much wider activity aimed at beneficial exchanges that satisfy the objectives of both buyers and sellers. To achieve these objectives marketing discovers the needs and wants of prospective customers – both individuals and organizations – that buy for their own use and for resale to benefit from the trade of things of value.

To make marketing possible four factors are required such as: 1) two ore more parties with unsatisfied wants; 2) desire and ability on their part to be satisfied; 3) a way for the parties to communicate; 4) something to exchange.

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5. Advertising should stop using small kids as target audience for a number of reasons.

6. The text deals with different points of view on advertisements for small children younger than 10. Pros and cons with reasonable explanations are provided and some examples treated.

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5. The article states objectives in the field of finance which every business must take into consideration not to go bankrupt. Each of these objectives is given a detailed description. Their interrelations are shown and possible aftereffects are analyzed. The author also draws attention to what should provide the basis for effective management in this sphere.

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3. Term insurance provides solely death protection for a fixed period of time at a relatively modest cost which may increase with the age of the person involved.

4. If people what to get a term insurance, they should learn information about requirements and costs.

5. 1) Essence and costs of term insurance.

2) Requirements to observe..

3) Types of term insurance and their specific features.

6. Term insurance provides solely death protection for a fixed period of time at a relatively modest cost which may increase with the age of the person involved. It is based on actual data on the probability of death occurring within the fixed period of policy. Thus, the cost of term insurance increases with the age and term insurance is not provided at about age 65. Term insurance policies have some requirements connected with some limitations, which help people choose this or that scheme appropriate for their age and occupation. Many policies provide for level premiums. A wide variety of membership organizations provide their employees with group life insurance which brings a lower premium in comparison with term insurance. Term insurance may be either face amount insurance or declining balance insurance, the latter in turn may be mortgage insurance or credit insurance. Declining policies are usually extremely expensive.

7. The article treats the peculiarities of different types of term insurance. The author provides definitions these types and describes advantages and disadvantages of each of them. Limitations and costs are considered.

This article may be recommended to those people who see insurance as a good investment.

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2. American language appeared as a result of colonists’ struggle for Independence.

3. English in America. Different sounds. How to speak New Yorkese. Different prepositions. Verbal misunderstanding.

4. Some reasons why American language appeared, the difference in sounds between American English and British English, how Americans talk, the language spoken in New York, difference in prepositions and misunderstanding of verbs.

6. American English versus British.

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2. Информация дана в последнем абзаце.

3. The Sept. 11 attack was the worst act of terrorism in modern history.

4. Terrorism is not new to America. The Sept. 11 attack was the worst act of terrorism in modern history. It left Americans feeling stunned and vulnerable. The hijacked airliners were crashed into the World Trade Center (WTC) and the Pentagon, leaving more than 5,500 dead or missing. "War on terrorism" became the nation's № 1 priority. It’s a war unlike any other in America's history: The enemy is not so easily defined. There were some more attacks on the nation's capital. The world has seen terrorism become a weapon of war in domestic, regional and international disputes. Terrorism sometimes linked to a specific conflict, as in Northern Ireland or the Basque separatist movement in Spain, or sometimes aimed at a broader target, as in Osama Ben Laden's campaign against the United States and western influence in the Middle East.

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2. For Americans the Sept. 11 terrorist attack was a defining moment because, the end of the Cold War and the breakup of the Soviet Union, changed the nature of many terrorist organizations. Terrorists were forced to find other sources of funding. Osama bin Laden, whose Afghanistan-based al Qaeda organization is considered the prime suspect in the recent attacks on the USA.

3. Problems of terrorism, terrorists’ attacks, terrorists’ organizations and their leaders, the ways to struggle against world terrorism, the role of American Administration and its activities aimed at struggle against terrorism, policy proposals to deal with terrorism etc.

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2. US government found difficult to keep check on the immigrants. To control the situation it opened a special place of entry in New York harbor. This place was called Ellis Island. Immigrants went through long procedures. The immigrants found work in busy cities like New York, Chicago and Pittsburgh. They worked hard because they wanted to make a success of their new life. In the United States they were free from religious and political persecution. They were often better dressed and better fed than they had ever been before. So they started their life a new.

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3. a) Israel Zangwill wrote a play – The Melting Pot about a refugee who escapeed to the United States from persecution in Czarist Russia and spoke with enthusiasm about the mixture of peoples in his new homeland.

b) The play was a great success because many in the audiences who came to see it found its message reassuring.

c) The United States turned out to be more of a salad bowl than a melting pot.

e) Americans from different immigrant backgrounds mixed together in time.

f) American workers disliked Chinese workers and felt threatened by these people.

g) Japanese and other Asian immigrants were refused entry.

e) Congress passed laws to limit all kinds of immigration.

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2. a) Мany of the Brits feel proud to be British,

b) During the last quarter of the twentieth century there was a dramatic and severe loss of confidence in Britain.

c) There are worries about the loss of British identity in the European Union.

d) British patriotism often takes a rather defensive form.

e) The British continue to be very bad about learning other peoples' languages.

5. Feeling proud to be British, loss of confidence in the last quarter of the twentieth century, worries about the loss of British identity, British patriotism, and no desire to study foreign languages.

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4. Britain is a multicultural society, there are 'new British' people, these people have made their own contribution to British life and attitudes, the Brits are conservative, the British value continuity over modernity for its own sake, there exists a special phenomenon – “a token of Britishness”.

СОДЕРЖАНИЕ

Введение…………………………………………………………………………. 3

Реферат и аннотация – вторичные документальные источники……………... 4

Особенности реферата и аннотации в курсе иностранного языка

в неязыковом вузе……………………………………………………………….. 5

Реферат…………………………………………………………………………… 6

Аннотация……………………………………………………………………….. 8

Различия между рефератом и аннотацией…………………………………….. 9

Методика работы над рефератом и аннотацией……………………………… 10

Деление текста на параграфы………………………………………………….. 13

Упражнения, способствующие нахождению и запоминанию

информации…………………………………………………………………….. 14