Easy living at Japan's colleges
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Undergraduate life in Japan is blissful, largerly because school life is not. The Ministry of Education recently revealed that entrance exams for private high schools still include questions on subjects not covered by the state primary school curriculum:
To get into a good school you have to be ahead of the pack by age 11. Good schools offer a direct route to the universities. Consequently, the students who will be sailing blithely through their final university term this winter spent most of their youth doing hours and hours of homework and endless exams. By the time they gain admission to a university they have all the basic education that a Japanese corporation needs. Hiring by a Japanese company except recovering from the rigorous of school and prepare for the rigorous of corporate life. One 1987 poll found that the average Japanese university student spends 26 minutes reading newspapers and just 49 minutes reading books . Around half of those polled spent less that half an hour every day reading books, and a full 17% came out with the astonishing admission that they hardly ever read at all. Japanese undergraduates watch television or videos for an average of 105 minutes every day - exactly the same amount of time they spend on comics, newspapers and books combined. Corporate Japan apparently has just one objection to an academic - it takes up too much time. Companies are trying to persuade the Ministry of Education to shorten four-yesr degree courses by a year . Japanese companies routinely train graduate recruits for up to six years and operate on the assumption that anyone bright enough to get into a university is bright enough for on-the-job training. How well you did at university is less important than the fact that you went to a university in the first place.
Vocabulary to the Text.
Undergraduate – старшекурсник
Blissful – блаженный
Largely – в большей степени
Recently – недавно
Reveal – обнаруживать
Entrance exam – вступительный экзамен
Include – включать
Be covered – входить в состав
Curriculum – учебная программа
Be ahead of the pack – быть впереди ровесников
Route – путь, дорога
Consequently – соответственно
Sail – плыть
Blithely – жизнерадостно
Final – заключительный
Gain – добиться, получить
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Adnission – прием, поступление
Except – здесь: возражать (против)
Recovery – освобождение
Rigours – мн.ч. строгость, суровость
Poll – опрос, опрашивать
Average – средний
Astonishing – поразительный
Admission – здесь: признание
Amount – количество, число
Combined – здесь: вместе
Apparently – очевидно
Objection - возражение
Persuade – убеждать
Shorten – сокращать
Degree – научная степень
Routinely – обычно, традиционно
Train – обучать
Recruit – новобранец, новичок
Assumption – допущение
Bright – здесь: умный
On-the-job training – обучение на рабочем месте.
Ex. Match the phrases with their Russian equivalents.
1. To be ahead of a/ сократить срок обучения
2. School curriculum b/ вступительный экзамен
3. Undergarduate life c) то же самое число
4. Bright enough d/ поразительное признание
5. Final term e/ прямой путь
6. Train recruits f/ достаточно умен
7. On-the-job training - g/ добиться приема, поступления
8. The same amount h/ строгости школьной жизни
9. Direct route i/ возражать
10. To gain admission j/ опрошенные студенты
11. Rigours of school k/ заключительный семестр
12. To have an objection l/ быть впереди, опережать
13. Astonishing admission m/ обучение на рабочем месте
14. Polled students n/ обучать новичков
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15. To shorten a course o/ школьная программа
16. Entrance exam p /жизнь старшекурсников
Ex. Translate into English.
1. Жизнь старшекурсников в Японии значительно легче, чем учеба в школе. 2. Министерство образования обнаружило, что вступительные экзамены в частные вузы включает вопросы, не входящие в учебную программу государственных школ. 3.Попасть в хорошую школу – значит, опередить своих сверстников к 11-летнему возрасту. 4. Хорошая школа – это прямой путь в университет. 5. Соответственно, ко времени поступления в университет, выпускники частных школ обладают знаниями, достаточными для того, чтобы приступить к работе в фирме. 6. Опрос, проведенный среди студентов, показал, что студенты очень мало времени посвящают (devote) чтению газет и журналов. 7. У фирм есть одно возражение относительно (concerning) обучение в вузе – это то, что оно занимает слишком много времени. 8. Компании пытаются убедить Министерство образования в том, чтобы сократить 4-летний срок обучения в вузе на год. 9. Они считают, что тот, кто достаточно умен, чтобы поступить в университет, умен и для того, чтобы получение в ходе работы.
Comprehension Check.
Ex. Answer the following questions.
1. What is the difference between school and university education in Japan?
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2. How do you understand the phrase “good schools offer a direct route to the universities”? Can eveone afford to go to a private school?
3. Why are Japanese companies willing to hire graduates of private schools?
4. What are the results of the poll-1987 among students?
5. What are Japanese companies trying to persuade Ministry of education of?
Topics to discuss.
1. Schoolpupils and students in Japan.
2. Private school education.
3. Objection to the academic regime.
4. On-the-job training.
HAPPY DAYS?
Presenter: We asked three people to talk about their schooldays. First, Ishia, who went to a grammar school for girls.
Ishia: Um, I can't say it was a terribly happy experience, though I had lots of friends and a jolly good time, but actually I just thought that the work was so dull, an I was constanttly trying to get people to...challenging people I suppose because I wanted... I really did want to think and understand and try and work things out, and when I went to school it
didn't seem to be what education was about. It was very much, and because it was a grammar school and very formal... um... literally being dictated to, listening to sort of pages and pages of dictation, writing it all down and then learning it for exams. Um... so I found it deeply boring and I think it probably... probably the good thing it was that it... it turned me
into a rebel for the rest of my life.
Presenter: Mike was educated in the United States.
Mike: I think the main difference between the way we educate children and the way you do here is that our education is so much broader, it's not nearly so deep. I mean, "A" levels in English schools are more or less equivalent to the first year university in the States, similar kind of thoroughness and depth, but most people who do "A" levels here take three, three is good and four is exceptional... er... whereas in my senior high school I had seven different subjects. And not all of which I studied to a great depth, but I had for instance to do physical education, I had for instance to take some kind of social studies, I had for instance to do some kind of mathematics, which I ... was my particular thing. But everybody had
to do mathematics: if you couldn't do calculus you could do arithmetic, even at the highest... your last year in... in high school. So we all had a very broad education.
It's true that in America the... the quality of education varies tremendously, not only from state to state but from county to county within states. I mean, you may have a very good high school in one town: the next town is short of funds, as ever it's like here or anywhere else the main thing is... is the lack of funds. But I think the thing I got most out of
my education was the different viewpoints of people from all over the country.
Presenter: Christine went to school in Scotland, where the education system has similarities to the American and European systems. What was her school like?
Christine: Well, it was a school which you went to at five and you stayed, all being well, until you were eighteen. And there were boys and girls, and it meant that you developed a really interesting view of boys, which changed as you got older. So when I was very little the boys were good fun... um... because I was a bit of a tomboy, they had... they did things
and palyed with things in the classroom that I thought were much more interesting than the things the girls played with. And then we went through a phase of ignoring the boys strenuously because they were completely beneath contempt, and I suppose that was between the ages of 10 and about 14 or 15. And then discovering that boys were awfully interesting but not the boys in your own year group which were... who were utterly
contemptible... um... because girls and boys are so different in their development, aren't they? And a 14-year-old girl can see no merits whatsoever in a 14-year-old boy. And all the girls are gazing at the 16, 17 and 18-year-old "big boys", who are much more interesting.
And then as we got to the end of our schooling...er... what in Scotland would be the fifth and the sixth year, in England would be the lower and the upper sixth years, the last two years, of course things... the boys caught up really and we became very good friends again all of us and so our last two years at school, um... I think we... we had lovely relationships and lovely friendships. And.. we did lots of things together. And when we left school we had an amazingly tearful last evening, ...nearly all fifty of us who'd been in the year group, of whom perhaps thirty had grown up together since they were five. And leaving school was actually quite hard for us because having established good relationships with the boys around us in our last two years we all had long memories.
Presenter: What were Christine's strongest memories of her schooldays?
Christine: Of hating some of it. My strongest memories are negative ones, of a period in my two last years in primary, as it would be, 11 and 12 where our class teacher... I just loathed her and so did almost everybody else in the class and she was a bully and she taught very traditionally and it was very much "the three Rs"* and we were... we just had tests all the time, we were drilled in grammar.
And she also had an uncertain temper and was a great shouter, and her... the tip of her nose would go white when she was really angry and her whole face would go scarlet. And she was also used the belt very freely, and I didn't approve of that, I thought it was so wrong. And she used to belt* people for spelling mistakes. And I'll never forget, Anne Black and Alan Davidson who couldn't spell, and they used to to make spelling mistakes and if by Friday you had twenty mistakes out of the hundred, twenty a day, you got the belt in front of the class and I just thought that was so wrong. And it never improved their spelling, I mean years later at sixth-formers they couldn't still spell. And Anne Black used to get it particularly badly because she was English, because her mother was English, and she used to spell as she sounded and she used to make ... create the most awful offence by spelling "saw" S-O-R rather than S-A-W, because that's how she heard it. And she used to be victimised by Miss Rae for her English spelling, and so I... and I really didn't like her. I just thought that the way she treated people was wrong, it wasn't with respect, it was... um... I don't quite know what she was doing when she bulled people, but she was a big bully. And I grew up very firmly disapproving of that way of treating children.
Notes:
* "the three Rs" are reading, writing and arithmetic.
* to belt: beat with a leather belt on the hand
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Vocabulary to the text:
actually - фактически, на самом деле;
to challenge - вызывать (на соревнование), претендовать (на внимание);
literally - дословно, слово в слово;
to work (things) out - решать, разрабатывать;
to turn into - превращать(ся);
rebel - бунтовщик;
(with) thoroughness - тщательно, досконально;
exceptional - исключительный;
particular - особый, особенный;
to do calculus - делать вычисления;
tremendously - чрезвычайно, ужасно, (очень);
county - (амер.) округ;
to be short of funds - испытывать недостатьок/дефицит финансов;
similarity - сходство;
tomboy - девчонка-сорванец;
beneath one's contempt - ниже (своего) достоинства;
strenuously - сильно, энергично, упорно;
utterly - крайне, чрезвычайно, совершенно;
contemptible - презренный;
merit - достоинство, положительная черта;
to gaze (at) - пристально смотреть, присматриваться;
to catch up (with) - догнать, нагнать;
tearful - плачущий; печальный (о событии);
to loathe (= to hate) - чувствовать отвращение, не любить;
to bully - запугивать, третировать;
to drill - тренировать;
temper - нрав, характер, настроение;
shouter - любитель покричать/поорать;
to go scarlet - покраснеть;
spelling - орфография;
offence - нарушение; (здесь) ошибка;
to victimize - делать своей жертвой, мучить;
to treat smb. - относиться (к), обращаться (с).
Ex1. Find in the text equivalents to the following words and phrases:
самая ужасная ошибка, считать неверным, различные точки зрения, например, на всю оставшуюся жизнь, нагнать группу, этот способ обращения с детьми, орфографические ошибки, считать нудным/скучным, самая ужасная ошибка, кончик носа, она была любительницей поорать, установить/наладить хорошие отношения, кончик ноcа, различные по уровню развития, обучать детей, нехватка финансов (2 варианта), система образования, ужасно интересный.
Ex2. Match pairs of synonyms.
mistake, boring, awfully, to hate, utterly, lack of funds, offence, dull,
tremendously,
sad, short of funds, completely, tearful, to loathe.
Ex3. Translate the following sentences using the words and expressions from
the text.
1. Когда мы закончили школу, последний вечер был очень печальным.
19. Эта школа стеснена в средствах.
20. Образование варьирует/различается от штата к штату.
21. Мне это казалось скучным.
22. Я не одобряла то, как она обращается с детьми.
23. Затем был этап, когда мы упорно игнорировали мальчишек.
24. Позже мы заметили, что наши ровесники были очень интересными.
25. В детстве я была сорванцом.
26. 30 человек из 50-ти росли вместе с 5-летнего возраста.
27. У нее всегда было непонятное настроение.
28. За орфографические ошибки она наказывала тетей ремнем, хотя это так и не исправило их орфографию.
29. Анна писала так. как слышала.
30. То, как учительница относилась к детям, было неверным.
31. Нельзя мучить людей!
32. Он долго болел, но потом нагнал группу.
Topics to discuss.
1. Education in a grammar school for girls (in Ishia's opinion).
2. Education in the United States (as described by Mike).
3. Relations between boys and girls at school. Do they change during schooling?
4. Describe Miss Rae as a teacher and as a person.
Text IIB
CHIEF EXECUTIVE OFFICERS REMEMEBER THEIR SCHOOLS
Part 1.
Bio-tech CEO Remembers Mentor C.R Smyth
If you ask George Rathmann *51, chairman, president and CEO of ICOS Inc., a start-up biotechnology firm, what he remembers most vividly about his scientific education at Princeton, he responds without hesitation, "Charles P. Smyth" 16.
"Professor Smyth was the chair of the Chemistry Department when I was there," he says, "and a model for me and many others of the careful scientist. He taught us the meaning of integrity.
"The strongest message you receive as a student comes from your mentor— if you're lucky enough to have one," Rathmann continues. "Smyth had extraordinarily high standards. He read every word of every paper he worked on, and there were hundreds. He wrote well, too. He gave a level of guidance, care and attention that is rare. Did he delegate? Not very much. You have to remember that he was training generations of scientists. That is something that simply has to be done in a hands-on way if it is to be done well."
After earning his MA and Ph. D at Princeton in 1950 and 1951, respectively, Rathmann spent two decades in research and development at 3-M Co., before becoming president of Litton Medical Systems for three years. In 1975 he joined Abbott Labs, where he became vice president of research and development before joining his first start-up biotechnology firm, the spectacularly successful Amgen, as president, CEO and chair in 1980. He remained there almost a decade before beginning the process again at ICOS near Seattle, Wash., after a brief hiatus.
Rathmann enjoys a strong reputation in the business world for a rare combination of business and scientific skills. His insights into the issues surrounding scientific education come from long experience and deep conviction.
"At Princeton," says Rathmann, "we were able to get to know the professors well; we knew our fellow students well; and most of all, perhaps, we were able to benefit from the informal discussions about science with the world-class scientists who worked, visited or lectured at Princeton. The association with the Institute for Advanced Study was a big part of this. The strength at Princeton was not only in chemistry but also in physics, math and other areas. You could rub shoulders with Einstein, Wigner and other people from whom you could benefit even in brief interactions. There is really no substitute for interacting one-on-one with outstanding scientists. I've tried to make that happen at 3-M and the two start-up companies by bringing top scientists into the labs for personal discussions.
"I believe that the application of technology represents a significant contribution to society," Rathmann continues. "Today, the impossible is becoming possible—we're seeing miracles every day. Developments occurring in research labs around the country will eventually affect the health of everyone on the planet. Young people now have the opportunity to transform society in wonderful ways. We have a unique mix here in the United States that makes this possible. We encourage basic science, and then the free enterprise system takes the science and puts it together with the marketplace to make progress."
By Nicholas Morgan
Vocabulary
* George Bathman'51 - набор 1952 г.;
* CEO = Chief Executive Officer - ответственный работник, руководитель;
* mentor - наставник;
* to delegate - делегировать, поручать; поручать, передавать (права и т.д.);
* decade - десятиление;
* in a hands-on way - здесь: самому заниматься каким-то вопросом;
* spectacularly - захватывающе, эффектно;
* hiatus - пробел, пропуск;
* surrounding - здесь: связанные с...;
* fellow student - сокурсник;
* to rub shoulders with... - якшаться с.../ запросто общаться с..;
* to encourage - ободрять, поощрять, поддерживать.
Ex1. Match the words with their Russian equivalents.
1. extraordinary a/ в конечном итоге
2. vividly b/ десятилетие
3. substitute for c/ редкий
4. to benefit from d/ умения, навыки
5. skills e/ уникальный, единственный в
своем роде
6. to delegate f/ происходить, случаться
7. guidance g/ соответственно
8. eventually h/ изменять, преобразовывать
9. care i/ чрезвычайный; необычайный
10. to train j/ замена (чему-то)
11. rare k/ руководство
12. to transform l/ забота
13. decade m/ получать пользу, выигрывать
14. unique n/ ярко, живо
15. to interact o/ обучать
16. to occur p/ поручать
17. miracle q/ убежденность, уверенность
18. respectively r/ чудо
19. conviction s/ взаимодействовать
Ex 2 Match the phrases with their Russian equivalents.
1. generations of scientists a/ взгляды на вопросы
2. to rub shoulders b/ самому заниматься вопросом
3. to interact one-on-one c/ краткий контакт
4. free enterprise system d/ выдающийся ученый
5. without hesitation e/ значительный вклад
6. to enjoy a strong reputation f/ соединить, объединить
7. insights into the issues j/ общаться один на один
8. in a hands-on way h/ поколения ученых
9. significant contribution i/ запросто общаться с...
10. brief interactions j/ система свободного
предпринимательства
11. outstanding scientist k/ без колебаний
12. to put it together with l/ иметь хорошую репутацию
Ex 3. Find in the text equivalents to the following phrases:
нет замены общению один на один; получить степень магистра; получить пользу от неформального общения с учеными мирового значения; уровень руководства, заботы и внимания; наиболее ярко помнить; однокурсники; система свободного предпринимательства; почти за десять лет до..; обучать; вице-президент по вопросам научного исследования и развития; сильнейшее послание студент получает от своего наставника; значительный вклад в общество; поощрять.
Ex. Translate the following phrases from the text and use them in the
translation below. mentor; to benefit from..; eventually; to effect the health of everybody; guidance, care and attention; outstanding scientists; to earn PhD; application of technology; to enjoy a strong reputation; to train generations of scientists; to remember vividly; informal discussions; brief interaction with..; interacting one-to-one with..; significant contribution.
1. После получения докторской степени в течение двух десятилетий он работал в медицинской компании вице-президентом по вопросам науки и развития.
2. Роль наставника в жизни студента очень велика.
3. Применение высоких технологий означает значительный вклад в развитие общества.
4. На самом деле, нет ничего, что заменило бы личное (один на один) общение с выдающимися учеными.
5. В конечном итоге, это повлияет на здоровье всех людей на планете.
6. Следует помнить, что он обучал (целые) поколения ученых.
7. У Ратмана - хорошая репутация в деловом мире.
8. Наиболее ярко он вспоминает о годах обучения в Принстоне.
9. Он благодарен своему наставнику за его руководство, заботу и внимание.
10. У нас была возможность неформального обсуждения проблем с учеными мирового значения.
11. Даже краткое общение с ними приносило много пользы.
Ex. Answer the following questions:
1. What is the current position of George Rathman?
2. What scientific degrees did he earn?
3. How does he describe his mentor?
4. What is Mr. Rathman's work experience?
5. What were the advantages/merrits of studying at Prinston?
6. What does Mr. Rathnan think about the application of technology?
Part 2.
Porter Assesses Competitive Strategies for Industry
Michael Porter '69 has always been a winner. At Princeton he got straight A's in mechanical and aerospace engineering and starred at golf. After earning an MBA and a PhD in economics at Harvard, he joined the Harvard Business School at age 26. He helped change the way management was taught, creating the whole discipline of competitive strategy. He's published three best sellers and nine other more specialized works. The latest, The Competitive Advantage of Nations, is an 855-page survey of the sources of national competitive prowess. First Boston CEO John Hennessey calls Porter the "world's greatest expert on strategies and industries."
When Porter talks about competitiveness, people listen. He has some very definite ideas on the issue of government's appropriate role in industry.
"There's a role both for the federal and state and local governments. There has been too much focus on the federal role. An industry's success often depends on very local conditions. Silicon Valley, Hollywood and the area around Boston are good examples. State and local governments often influence critical variables such as education and infrastructure. State and local regulations also have a major effect on companies' cost and innovativeness. "In the past businesses have believed that the local and national environment in which they operate is someone else's concern; the role of business is to do its job of producing goods and services effectively. In fact, the competitiveness of companies is determined by the available supply of skilled workers, proximity to nearby technology centers in relevant disciplines, access to capable local suppliers of the most advanced machines and components needed in the industry, and the presence of capable local rivals to stimulate dynamism. Companies must take at least partial responsibility for their competitive context, working with local companies, institutions and governments. IBM spends considerable resources to maintain the health of the U.S. semiconductor industry not out of charity but out of a desire to stay in the innovation race against Japanese rivals."
Porter, like other business experts, is especially concerned with education reform. "The problem in Washington today is a shortage of resources that is limiting new initiatives. The federal government's primary role in education should be to create the proper incentives, help support long-term investment and promote the rapid dissemination of new ideas. Federal government matching funds are invaluable in helping to rapidly diffuse to every state the hundreds of good ideas for educational reform that are popping up today."
What about the role of higher education in the country's efforts keep pace with competitors abroad?
"We've tended to view universities as independent centers of basic research-with the job of applied research somebody else's, like AT&T Bell Labs," says Porter. "Today we need a more textured view. We still need a group of universities with the resources to conduct basic research. However, most universities will not have advantages in truly basic research and are better off focusing on fields that address the needs of nearby industries. The University of Rochester's program in optics, for example, in conjunction with Xerox, Kodak, Corning and other locally based firms is a good example.
"Even in more basic research, to completely cut off researchers from industry is foolish. What a researcher in molecular biology at Harvard is studying may have profound implications for health care. I'm not saying universities should become preoccupied with commercial ventures. But business-university partnerships centered on particular fields, which rapidly diffuse basic discoveries to industry, will enhance competitiveness."
For Princeton that means that projects linking scientific discoveries with industrial applications, such as the recently established Advanced Technology Center for Photonics and Optoelectronic Materials (POEM) and the Princeton Materials Institute (PMI), can make important contributions.
By W. O'Reilly ^
Vocabulary
· to assess - оценивать;
* access to - доступ к...;
* to get A's - получать высшие баллы;
* prowess - доблесть, удаль;
* to focus (on) - сосредоточивать(ся), сконцентрировать(ся) на...;
* environment - окружающая обстановка, окружение, (внешняя) среда;
* out of charity - из (-за) благотворительности;
* out of desire - из (-за) желания;
* to be concerned (with) - быть озабоченным; быть заинтересованным в...;
* matching funds - соответствующие финансы/фонды;
* to diffuse - здесь: распределять;
* to pop (up) - неожиданно появляться, возникать;
* to keep pace (with) - идти в ногу (вровень) с...;
* rival - соперник, конкурент;
* competitor - конкурент, соперник;
* competitive - соперничающий, конкурирующий;
* in conjunction with - совместно с...;
* locally based - расположенный в данном месте
* application - здесь: заявка.
Ex1. Match the words with their Russian equivalents.
1. innovation a/ влиять
2. race b/ открытие
3. long-term c/ рассматривать
4. profound d/ действовать, работать
5. discovery e/ дело; забота, беспокойство
6. implication f/ правило, предписание
7. to depend on g/ новшество, нововведение
8. to conduct h/ переменные (составляющие)
9. to link i/ глубокий
10. to influence j/ подразумевемый (смысл, значение)
11. to view k/ поддерживать
12. regulation l/ побудительная причина
13. to operate m/ способствовать
14. concern n/ соединять, объединять
15. variables o/ долгосрочный
16. incentive р/ гонка
17. to support q/ зависеть от
18. to promote r/ проводить
Ex2. Match the phrases with their Russian equivalents.
1. to enhance competitiveness ?a/ соответствующие дисциплины
1. health care b/ недавно учрежденный
3. applied research c/ местный поставщик
4. matching funds d/ дефицит/нехватка ресурсов
5. recently established e/ получить докторскую степень
6. relevant disciplines f/ ограничивать инициативы
7. advanced machines g/ усиливать конкуренцию
8. considerable resources h/ оптико-электронные материалы
9. expert on strategy i/ соответствующие фонды
10. local supplier j/ передовые станки
11. to maintain industry k/ значительные ресурсы
12. to earn a PhD l/ прикладное исследование
13. shortage of resources m/ специалист по стратегии
14. to limit initiatives n/ поддерживать промышленность
15. opto-electronic materials o/ здравоохранение
Ex 3Find in the text equivalents to the following phrases:
осуществлять (проводить) прикладные исследования; быстрое распространение новых идей; здравоохранение; полупроводник; полностью сокращать научных сотрудников из промышленности; открытие; долгосрочное инвестирование; определяется имеющимся числом квалифицированных рабочих; взять на себя ответственность (по-крайней мере, частичную); преимущество; быстрое распространение; коммерческое предприятие; зависеть от самих местных предприятий; нехватка/дефицит ресурсов; первостепенная роль; постановление передовые (современные) станки/механизмы и детали; значительные ресурсы на поддержание полупроводниковой промышленности; вносить вклад; конкурент; первостепенная роль федерального правительства.
Ex4. Translate the following phrases from the text and use them in the translation below:
to tend to view; to enhance competitiveness; to create the proper incentives; to support long-term investment; to be determined by the available supply of..; access to..; supplier, out of charity; out of desire; to be concerned with; ; to keep the pace with..; on the issue of..; to maintain industry; to address; to maintain the rapid dissemination of..; business-university partnership; shortage of resources; to address the needs of..; state and local regulations; proximity to..; to stay in the innovation race against Japanese rivals.
1. Проблема заключается в нехватке ресурсов (финансов), что ограничивает новые инициативы.
2. У нас была тенденция рассматривать университеты в качестве независимых центров базисного исследования.
3. Это может усилить конкуренцию.
4. Какова роль высшего образования в попытке страны идти в ногу с зарубежными конкурентами?
5. Партнерство между бизнесом и университетом развивается только в ряде (certain) областей.
6. Основная цель – создать соответствующие побудительные причины, поддержать долгосрочное инвестирование и способствовать распространению новых идей.
7. Конкуренция между компаниями определяется количеством квалифицированных рабочих, приближенностью к промышленным предприятиям и доступом к местным поставщикам.
8. Подобно другим экспертам по бизнесу, он озабочен реформой в сфере образования.
9. У него есть очень четкие (definite) идеи по вопросу соответствующей роли
правительства в развитии промышленности.
10. Большинство университетов уделяют основное внимание исследованиям в тех областях, которые адресованы потребностям местных предприятий.
11. Постановления штата и местного руководства также имеют большое воздействие на возможность проведения научно-исследовательской работы.
12. IBM затрачивает значительные ресурсы на поддержание полупроводниковой промышленности не из благотворительности, а из желания устоять в конкурентной гонке с японскими соперниками.
Ex5. Answer the following questions:
1. What scientific degrees did Michael Porter earn?
2. What areas did he major at?
3. What works did he write?
4. What does he think about the government's role in industry?
5. What is his opinion about university-business partnership?
Topics for discussion.
1. George Rathman and Michael Porter - Prinston's alumni
2.Government's role in industry.
3. Competitiveness. Role of higher education in the country's efforts to keep pace with competitors abroad.
4. University-business partnership.
5. Possibilities of interaction at Princeton.
Text II-C
Surviving a Year of Sleepless Nights
Taking honors classes and getting straight A's
made me a success. But it didn't make me happy
By JENNY HUNG
(Hung lives in southern California)
Now a High School Senoir
I still remember my freshman year with a shudder; it was the year my friends and I joked about as the "Year of Sleepless Nights." It wasn't that I had contracted a rare sleeping disorder or suffered from a bad case of insomnia that particular year; in fact, nothing could have been farther from the truth. I had done what many diligent students do: sacrifice precious sleep for the sake of academic success.
Don't get me wrong; my parents never mandated that I take all the honors classes I could gain admission to. No one told me to take three honors classes. No one, that is, except the little voice in my head that convinced me scholarly success was based upon the number of'H's" on my high-school transcript. The counselors cautioned me not to do it, students who had fallen into the trap before warned me against it and my parents just left it up to me. Through it all, I just smiled and reassured them, "Don't worry; I can handle it." The trouble was, I didn't have the slightest idea what lay ahead.
I soon found myself mired in work. For a person whose friends teased her about being a neat freak, I grew increasingly messy. My room and desk looked like my backpack had exploded. There was no time to talk to friends on the phone, not even on the weekends. Going to bed at midnight was a luxury, 1 a.m. was normal, 3 a.m. meant time to panic and 4 a.m. meant it was time to go to sleep defeated. Most days, I would shuffle clumsily from class to class with sleep-clouded eyes and nod off during classroom lectures. There was even a month in winter when I was so self-conscious of my raccoon eyes that I wore sunglasses to school.
My parents applauded my academic success, but hardly knew the price I paid for it. I vividly remember one night when my mother couldn't fall asleep. She kept going to bed and getting up again. Every time I heard her get up, I'd turn off my light so she wouldn't catch me still awake. By 5 o'clock that morning, I was so sleepy that I didn't hear her footsteps as she shuffled down the hallway. When she saw the light under my door, she came in and demanded to know why I wasn't sleeping. That was when I knew I was defeated for the night. My mother frowned at me with concern, and I no longer had the strength or energy to resist the temptation to rest. I woke up two hours later and got dressed for school.
Despite the sleep-deprived state I constantly lived in, the A's kept coming home
on my report card, and my homework was always turned in on time. I caught up on my sleep in what little spare time I could snatch on the weekends. I had created my own hell, and I was determined to endure until I could get myself out of it.
By the time my freshman year ended, I was rewarded for my hard work. My school held an academic assembly in May, and posters naming the top 10 students in each grade dangled from the ceiling. And there, on the top of the freshman list, I saw:
"1.) Jenny Hung GPA: 4.43." The sight of my name on that list was gratifying after all the hard work I had poured into getting it up there, but it also made me think. Was that position really that important to me? Did I want to remember high school as nights without sleep and days of work? Sure, the weight of the medal felt good in my hand, but it didn't mean much. That I would remain at the top of that list was doubtful, and in the end, the paper of the poster was biodegradable. There can only be one valedictorian in each class, and that person usually has to work his fingers to the bone against fierce competition to claim that position. That life, I decided, was not for me.
When sophomore year came around, I chose my classes carefully. The honors classes didn't completely disappear from my transcript, but they weren't as plentiful as before. I found myself busy with all the extra curricular activities that began to fill up my days. My friends no longer thought of me as the outsider who slept through lunchtime gossip. I felt the joy of holding a yearbook I helped to create, and spent hours on the phone comforting a friend who had burst into tears over her dropping grades. After all these experiences, I frown when I hear my classmates tell stories about their parents' pressuring them to do well in school. Sometimes I wonder if their parents understand what lengths their children go to so they can sport bumper stickers on their cars proclaiming MY child GOES to harvard! If that's the case, they need to learn what my parents and I have learned: academic success means nothing if your heart isn't into earning it, and in the end, books will always fail to teach you as much as life itself.
SEPTEMBER 20, 1999 NEWSWEEK
Vocabulary
to survive - выжить, пережить;
honor's class - дополнительный предмет для получения диплома с отличием;
admission - прием (например, в вуз);
freshman - первокурсник;
shudder - содрогание;
to contract - взять/принять на себя обязательства;
to suffer (from) - страдать (от);
insomnia - бессонница;
diligent - прилежный, трудолюбивый, усердный;
to sacrifice smth. for the sake of - жертвовать чем-то ради..;
precious - ценный, драгоценный;
to mandate - поручать, разрешать, уполномочивать;
to convince - убеждать;
scholarly transcript - табель;
counselor - советник, консультант;
to caution (against) - предостерегать (против);
trap - западня, ловушка;
to warn - предупреждать;
to reassure - убеждать, заверять;
to handle - здесь: справляться;
to lie (lay, lain) ahead - предстоять;
to mire - погрязнуть, увязнуть;
to tease - дразнить, приставать;
neat freak - здесь: аккуратистка;
messy - в беспорядке;
backpack - рюкзак;
to explode - взрывать(ся);
luxiry - роскошь;
to defeat - расстраивать (планы), разрушать (надежды);
to shuffle - шаркать (ногами);
sleep-clouded - здесь: заспанные, затуманенные;
to nod off - "клевать" носом, дремать;
self-conscious - застенчивый; отдающий отчет (в своих действиях);
rac(c)oon - енот;
rac(c)oon eyes - припухшие глаза;
to catch - здесь: застать;
to frown (at) - нахмуриться (на);
concern - беспокойство;
temptation - искушение, соблазн;
A's - отличные отметки, высшие баллы;
to deprive - лишать;
to snatch - ухватить;
to endure - выносить, терпеть; продолжать(ся), длиться;
to reward - (воз)награждать;
poster - плакат;
to dangle - свисать, подвешивать;
to gratify - здесь: доставлять удовольствие;
to pour (into) - здесь: вложить;
biodegradable - самоуничтожающийся, самораспадающийся;
valedictorian - амер.: выступающий с напутственной речью (при выпуске из вуза);
to work one's fingers to the bone - стереть пальцы до костей;
fierce - сильный, беспощадный;
to claim - здесь: претендовать;
sophomore - второкурсник;
plentiful - многочисленный;
extra-curricular activities - внеучебная днятельность;
to sleep through - проспать, прозевать;
gossip - сплетня, слух;
to comfort - утешать, успокаивать;
to burst into tears - разразиться слезами, разрыдаться;
to drop - падать, снижаться;
to pressure - давить, заставлять;
to sport - разг.: щеголять;
bumper sticker - наклейка на бампере автомобиля;
to proclaim - объявлять, провозглашать;
to learn - узнать, научиться;
to fail -терпеть неудачу, провал.
Ex.1 Match the phrases with their Russian equivalents:
1. report card a/ в начале списка
2. diligent student b/ драгоценный сон
2. dropping grades c/ припухшие глаза
4. sophomore year d/ табель (промежуточный)
5. sleep-deprived state e/ сильный приступ бессонницы
6. scholarly/academic success f/ прилежный студент
7. bad case of insomnia g/ список первокурсников
8. raccoon eyes h/ заспанные/затуманенные глаза
9. exploded backpack i/ табель (выдаваемый по окончании школы)
10. at the top of the list j/ учебные успехи
11. precious sleep k/ жесткая конкуренция
12. high-school transcript l/ "взорвавшийся" рюкзак
13. sleep-clouded eyes m/ второй курс
14. fierce competition n/ состояние недосыпания
15. freshman list o/ снижающиеся отметки
Ex.2 Match the phrases with their Russian equivalents:
1. to be mired in work a/ понять кого-то неверно
2. to dangle from the ceiling b/ часами "висеть на телефоне"
2. to burst into tears c/ претендовать на пост/место
4. to gain admission d/ быть далеким от правды
5. to spend hours on the phone e/ свисать с потолка
6. to work one's fingers to the bone f/ разрыдаться
7. to comfort a friend g/ стереть пальцы до костей
8. to fall asleep h/ продолжать делать что-то
9. to get smb. wrong i/ жертвавать чем-то ради
10. to be far from the truth j/ предстоять
11. to resist the temptation k/ утешать друга
12. to feel the joy (of) l/ полностью исчезнуть
13. to claim the position m/ быть принятым
14. to disappear completely n/ увязнуть в работе
15. to keep doing smth. o/ заснуть
16. to sacrifice smth. for the sake of p/ устоять от соблазна
17. if that's the case q/ радоваться
18. the trouble is, that r/ стесняться (чего-то, кого-то)
19. to lie ahead s/ проблема в том, что
20. to be self-conscious (of) t/ если дело в этом
Ex.3. Translate the following words and phrases and use them in the translation below.
to caution; if that's the case; caunselor; to sport bumper stickers; extra-curricular activities; hardly to know; to fill up one's days;sophomore year; to create one's own hell; academic success; sleep-deprived state; to wear sunglasses; raccoon eyes; to resist the temptation of ; A's; to be at the top of the freshman list; to spend hours on the phone; to burst into tears; classmate; a bad case of insomnia; to keep going to bed and getting up again; to be sleepy; to lie ahead; to hear footsteps; to get smb. wrong; to have no slightest idea; to pressure smb. to do well in school; to remember vividly; to sacrifice smth. for the sake of..; diligent student; to fall asleep; with a shudder; to be mired in work; to frown (at); luxury; to choose classes thoroughly ; to fall into the trap; high-school transcript; to mean nothing.
1. Не поймите меня неправильно.
2. Наставники предупреждали меня не делать этого.
3. Я все еще отчетливо (живо) вспоминаю свой первый курс с содроганием.
4. Порой у меня были приступы жесточайшей бессонницы
5. Был даже такой период зимой, когда я настолько стеснялась своих припухших от недосыпания глаз, что мне приходилось одевать в школу солнцезащитные очки.
6. Я постоянно жила в состоянии недосыпания.
7. Когда закончился 2-й курс, я тщательно выбирала учебные курсы.
8. Как и многие прилежные студенты, мне приходилось жертвовать драгоценным сном ради успешной учебы.
9. У меня больше не было ни сил, ни энергии, чтобы устоять против соблазна отдохнуть.
10. Иногда мне хочется знать, знают ли родители, какой путь предстоит проделать их детям, чтобы они могли щеголять наклейками на бампере автомобиля "Мой ребенок учится в Гарварде"!
11. Однажды мама никак не могла заснуть.
12. Она то ложилась, то опять вставала.
13. Я была сонная, и не услышала мамины шаги.
14. Он боялся попасть в эту ловушку.
15. Я часами "висела" на телефоне, утешая подругу, рыдающую по поводу низких оценок.
16. Если дело в этом, им следует знать: книги не научат тебя так, как сама жизнь.
17. Успехи в учебе ничего не значат, если вы не умеете применять свои знания на практике.
18. Мои родители вряд ли знали, какую цену я заплатила за то, чтобы иметь только отличные оценки в табеле об окончании школы.
19. Я хмурилась, слушая сокурсников, рассказывающих истории о том, как родители заставляют их учиться.
20. Мое имя стояло первым в списке первокурсников.
21. Вскоре я полностью увязла в работе.
22. Проблема в том, что я не имела ни малейшего понятия о том, что мне предстояло.
23. Станусь ли я первой в списке, было сомнительным.
24. Ложиться спать в полночь было настоящей роскошью.
25. Я сама создала себе ад.
Ex.4. Answer the following questions
:
1. What does Jenny Hung remember with a shudder?
2. What do most diligent students do?
3. When being a freshman, did Jenny have any entertainments (развлечения)?
4. How much did she sleep that time?
5. Why did she wear sunglasses sometimes?
6. What was her report card like?
7. What was her place in the freshman list at the end of the academic year?
8. Did her opinion about academic success change when sophomore year was over?
9. Do parents really know about the difficulty of being admitted to Harvard University?
Topics to discuss
.
1. The price Jenny Hung paid for being on the top of the freshman list.
2. The reason why she changed her attitude toward the academic/scholarly success.
3. In your opinion, do academic achievements always mean successful career?
Text II-D
SPORTING COURSES
The only exercise many students are likely to take during their years at university is lifting a cup of coffee. But what about those who take sport more seriously? The ones who want to compete at the highest levels? How do they combine studying and training for their chosen sport?
Part 1
Paula Radcliffe
In Loughborough, it's made easier for you because all the facilities are on campus, so you don't waste time travelling. It's a brilliant place to do a degree. On a typical day, I got up in the morning at seven and trained for an hour. Then I went to lectures from nine to one, had an hour off for lunch and then back to lectures or studying from two to six and then I'd go training for a couple of hours. This still left plenty of time for socialising.
It was difficult during last year's exams — I was getting up at six instead of seven. I couldn't have kept that up for long. Serious training didn't get in the way of my studying. It can't have done because I ended up getting a first-class degree. I just had to be very organised. In fact, I think training actually helped my academic work. When you've been studying all day, your head feels woozy and it feels wonderful to run it all off.
I didn't have allowances made for me in my academic work because of my sport. You do get special treatment if you do the sports science degree, but as languages have nothing to do with sport I didn't get special consideration. I thought of sports as my leisure.
Now I've finished my degree, I still train at Loughborough. I also do some part-time translation work. I want to keep up my languages — when I'm past running I want to go into international marketing. But as long as I'm fit I'll keep on running for at least another ten years.
Vocabulary to the Text.
facilities - мн.ч. оборудование; возможности
waste - терять понапрасну
travelling - здесь: перемещение, переходы
degree - (научная) степень
train - здесь: тренироваться
couple - пара
leave* - оставлять, покидать
plenty of - много
socialising - общение
keep* up (with) - не отставать, успевать
get* in - здесь: нанести удар, повредить
actually - действительно, на самом деле
woozy (head) - головокружение
run* off - убежать, избежать
allowance - здесь: скидка
treatment - отношение, обращение
consideration - здесь: внимание
leisure - досуг, свободное время
be* fit - быть в хорошей физ. форме
keep* on - продолжать(ся)
Part 2
Andrew Gomersall
When I first went to Oxford Brookes University, I had no idea I would become a professional rugby-player although I had set my heart on getting as far in the game as I could. I started doing Estate Management, but I gave up after the first year as I found it too hard to combine with training. The lectures and seminars were all at fixed times and if they clashed with my training I had to miss them. So I switched to Marketing, Management and Tourism, principally because this was a modular course and I could select my options to fit in with my rugby.
For the first two years, I managed to balance things quite well. I would go to lectures in the morning and then drive to the rugby ground in the afternoon. In the evenings, I would catch up with my coursework. It was an exhausting regime, especially with two hours' driving each day, but I coped —and even got a bit of a social life too.
When I was selected to play for England, things got a bit out of hand as I had to put my rugby first. I was on tour in Argentina during the summer term. I bought myself a laptop computer to try and keep up with the course work but I never used it.
The university has been very helpful and given me an extension to complete my degree. The way things are going I may have to ask for another extension. It's been a
hard slog, juggling my studies and my sport, but I've no regrets.
Vocabulary:.
set* on - здесь: настроиться (на)
estate - (движимое) имущество
give" up - бросать
combine - соединять, совмещать
clash - совпадать по времени
miss - пропускать
switch (to) - переключаться (на)
select - выбирать
option - выбор, вариант
fit in - подгонять, подходить
manage - удаваться
catch* up(with) - догнать, нагнать
exhausting - изматывающий
cope (with) - справляться (с)
a bit (of) - немного, чуть-чуть
keep* up - не отставать, успевать
extension - продление
complete - завершить, закончить
hard slog - Br.E. сленг: упорный, беспрерывный труд
juggle - жонглировать
regret - сожаление
Part 3
John Crawley
I had played professional cricket before I went up to Cambridge, so I always had it in mind to make cricket my first career. But I didn't want to abandon my studies as I thought it would be useful to have a second string to my bow. I also thought I would be more relaxed about my cricket if I had something else to rely on but, in fact, it didn't have this effect at all. My first year was the most difficult. I missed the whole of the second term when I was chosen to tour New Zealand with the England Under 19s. I took some work with me but I didn't really keep up with it.
The university insisted that sportsmen and sportswomen kept up with their studies and I didn't get any preferential treatment. It was worst in the summer, when we play a lot of cricket, sometimes six days a week. Some people would get up really early and get their work done before play started. Others would try to do their academic work at the end of the day. I found it impossible to work like this and would just try to fit all the work into the day when we weren't playing. The pressure on me during the final exams was immense. We finished playing cricket on May 16 and the exams began a week later. Still, I came away with a good degree, so I have no regrets about my time in Cambridge.
Vocabulary:.
abandon - отказываться, бросать
string - тетева (лука)
bow - лук (оружие)
rely (on) - полагаться (на)
insist (on) - настаивать (на)
preferential - здесь: особый
treatment - здесь: отношение
final - здесь: выпускной
immense - огромный
Part4
Sian Lewis
I started off doing statistics at Glasgow. But after two years, and purely because of my sport, I transferred to Bath to do the last two years of my degree. I wasn't getting enough support at Glasgow. Nobody was moderating my training apart from myself. I just ticked away and did my own thing. But it was hard going. As modern pentathlon is five sports, you have to do a lot of training. At Glasgow it took ages to get to the swimming pool. At Bath, I walk 100 metres across the sports field and dive into the new pool. It's great because I'm allowed to train with Olympic swimmers. I really like having sporty people around me. The only thing I have to travel for is fencing.
I'm glad I did my degree in statistics because I think it will improve my chances of getting a job. I would have liked to have got a sports scholarship to extend my degree for another year, but pentathlon is so expensive it's rare to get one. However, the university has been very supportive. For example, last year the world championships coincided with my exams, so I was allowed to take them in August instead of June. Sport and using your brain go well together. I particularly enjoyed my training when I was revising for my exams— it was good to get away from all the stress of studying.
d/ Sian Lewis.
start off - стартовать, начинать
purely - здесь: только
transfer (to) - здесь: перевестить (в, на)
support - поддержка
moderate - облегчать, способствовать
apart from - кроме, помимо
tick away - разг.: сбегать
dive - нырять
allow - позволять
fence - фехтовать
improve - улучшать, способствовать
scholarship - стипендия
expensive - дорогой
rare - редкий
coincide (with) - совпадать (с)
instead of - вместо
brain - мозг
particularly - особенно
revise - все просматривать(к экзамену)
get away (from) - избавиться, устранить
Ex.1 Translate the following sentences into English.
1. В этом университете все устроено (made) так, чтобы облегчить жизнь
студентов. 2. Все помещения (facilities) находятся в студгородке, поэтому не нужно
терять время на дорогу (переходы). 3. Каждый день я встаю в семь утра и
тренируюсь в течение часа. 4. Серьезные тренировки не повредили моей
тренировке. 5. На самом деле (in fact), тренировки способствовали (helped)
моей учебной работе (academic work). 6. Преподаватели не давали мне скидок
в учебной работе из-за моих занятий спортом. 7. Поскольку языки не имеют
ничего общего (have nothing to do with) со спортом, я не получала особого
внимания. 8. Я думала о спорте как о досуге (leisure). 9. Сейчас я
занимаюсь переводами, работая на пол-ставки (part-time). 10. Но до тех пор
(until), пока я буду в хорошей физической форме, я буду продолжать бегать -
по крайней мере, еще десять лет.
Ex. 2 Translate the following sentences into English.
1. Несколько лет назад я понятия не имел, что стану профессиональным
регбистом. 2. Я бросил учебу после первого года, поскольку мне трудно было
совмещать учебу с тренировками. 3. Лекции и семинары проходили в строго
определенное (fixed) время и если они совпадали по времени с (моими)
тренировками, мне приходилось пропускать их. 4. Затем я перевелся на другой
факультет, в основном (principally) потому, что там было модульное обучение
(module course), и я мог выбирать курсы таким образом, чтобы расписание
подходило (fit) и для тренировок. 5. В течение первых двух лет мне довольно
успешно удавалось сбалансировать учебу с занятиями спортом. 6. На лекции я
ходил утром, днем на машине добирался до спортивной площадки (rugby field),
а вечером выполнял домашние задания (course work). 7. Это был изматывающий
режим, особенно с учетом 2-х часов езды в день, но я справлялся - и у меня
даже было время на общение (social life). 8. Когда меня отобрали (для того)
чтобы играть за Англию, дела немного вышли из-под контроля (got out of
hand). 9. Я купил переносной (laptop) компьютер, чтобы выполнять задания,
но я никогда не пользовался им. 10. В университете дали мне продление,
чтобы я мог закончить учебу и получить ученую степень.
Ex. 3 Translate the following sentences into English.
1. Я профессионально играл в крикет до того, как поступил в Кембридж. 2. Но
помимо (apart from) спорта, я должна была подумать о профессии, на которую
можно рассчитывать (rely on) в будущем. 3. Я не хотел бросать спорт из-за
учебы, но очень трудно было совмещать и то, и другое (both of them). 4. В
университете настаивали (insist on) на том, чтобы спортсмены успевали (keep
up) в учебной работе (academic work), поэтому я не пользовался особым
отношением со стороны преподавателей. 5. Хуже всего было летом, когда
приходилось много игарть в крикет, иногда 6 дней в неделю. 6. Одни студенты
вставали очень рано и делали учебные задания (course work) до начала
тренировки, другие делали это в конце дня. 7. Мне это казалось невозможным,
и я пытался выполнять задания в те дни, которые были свободны от
тренировок. 8. Давление на меня в течение выпускных (final) экзаменов было
огромным. 9. Мы закончили играть в крикет 16-го мая, а неделю спустя
начались экзамены. 10. Тем не менее (nevertheless), я успешно завершила
учебу и не сожалею о времени, проведенном в Кембридже.
Ex.4. Translate the following sentences into English.
1. Я начал изучать статистику в Глазго. 2. Но через два года - только из-за
спорта - я перевелся в Бат. 3. В Глазго не поддерживали мои занятия спортом
(doing sports). 4. Кроме того, дорога до бассейна отнимала много времени.
5. Современный пентатлон требует больших тренировок. 7. В Бате мне
разрешено тренироваться с Олимпийскими пловцами. 8. Мне нравится, когда
меня окружают (surround) спортивные люди. 9. Единственное, для чего мне
здесь приходится ездить (drive/travel) - это фехтование. 10. Я рад, что
получаю степень в области статистики, это улучшит мои шансы при поиске
работы. 11. Я хотел бы получить спортивную стипендию, чтобы продлить
обучение еще на год, но это почти невозможно. 12. Я тренировался и в период
подготовки (revise) к выпускным экзаменам, но мне это очень нравилось
(enjoy).
Word Study to the Text.
Ex. 5 Match the phrases with their Russian equivalents:
1. to be supportive 2. socialising 3. fencing 4. to get out of hand
5. to miss classes 6. to get a scholarship 7. to have no regrets 8. to clash with training
9. to have in mind 10. to make allowances 11. to have an hour off 12.
to select one's options 13. to give an extension 14. to do a degree
15. to waste time 16. to be on campus
a/ получить стипендию b/ терять понапрасну время c/ общение d/
делать "скидки" e/ не иметь сожалений f/ получить продление g/
совпадать по времени с тренировками h/ иметь часовой перерыв i/
выбирать свои варианты (курсов/предметов) g/ получать ученую степень k/
иметь в виду l/ пропускать занятия m/ выйти из-под контроля n/
фехтование o/ быть готовым прийти на помощь p/ находиться на территории
студгородка
Ex.6. Match the phrases with their Russian equivalents:
1. part-time job 2. entrance exam 3. fixed time 4. to have no idea
5. final exam 6. special consideration 7. course work 8. academic
work
a/ вступительный экзамен b/ установленное время c/ учебная работа
d/ особое отношение e/ курсовая работа f/ понятия не иметь g/ работа
на пол-ставки h/ выпускной экзамен
Ex. 7 Make up sentences using the following phrasal verbs:
1. to get up - вставать; 2. to fit in - подгонять, подходить; 3. to
clash with - совпадать по времени с; 4. to switch to - переключаться на;
5. to get in - нанести удар, повредить; 6. to catch up (with) 7. to
run off - убегать, избегать; 8. to start off - начинать; 9. to keep up
(with) - не отставать, успевать; 10. to keep on (doing) - прололжать; 11.
to cope with - справляться с; 12. to rely on - полагаться на; 13. to
insist on - настаивать на; 14. to give up (doing) - бросать.
Topics to discuss.
1. Tell about yourself as if you were:
a/ Paula Radcliff;
b/ Andrew Gomersall;
c/ John Crawley;
d/ Sian Lewis.
2. Ask questions to each of the speakers.
Grammar Exercises
Ex 1: Answer these questions using the word in brackets.
a) Example: - Have you written the letter to your friend?
- Yes, I wrote it yesterday.
1. Have you accepted this invitation?
2. Has she passed her test?
3. Have you seen the film?
4. Has she rung you up?
5. Has he buy a new car?
6. Have you given up smoking?
7. Has George got his driving license?
b) Example: - I haven’t driven a car for ages. (for a long time)
- When did you last drive a car?
1. I haven’t slept well for ages.
2. He hasn’t played tennis for a long time.
3. We haven’t had a holiday for a long time.
4. They haven’t met for ages.
5. She hasn’t quarrelled with her friend for a long time.
6. I haven’t been there for ages.
7. He hasn’t done this work for a long time.
c) Example: - When did you last see him?
- I haven’t seen him for two years.
1. When did you last visit Canada? (since last year)
2. When did you last hear from her? (for a long time)
3. When did he last make a bad mistake? (never)
4. When did you last take part in a competition? (since last summer)
5. When did she last write to you? (for a year)
6. When did you last study in France? (never)
7. When did it last rain? (for a long time)
Ex 2 Replace the infinitive in brackets by the correct tense form – the Present Perfect or the Past Indefinite (Active)
Example: - I (see) this film twice. I (see) it in Moscow in 1992 and in my native
town in 1995.
- I have seen this film twice. I saw it in … .
1. They (to go) to France last summer.
2. They (to live) in London for twenty years.
3. I (to learn) many new German words lately.
4. Last week I (to learn) many new English words.
5. When you (to visit) your parents last time?
6. You ever (to visit) Spain?
7. I (not to see) you at church last Sunday.
8. I (not to see) you at church since last month.
9. He (to write) the letter to his friend only yesterday.
10. You (to visit) your sick friend today?
11. When you (to go) to see him?
12. I (to read) the book twice. I first (to read) it in 1998 and I (to read) it again this year.
Ex 3 Make up sentences following the model
Model: - Have you ever been in New York City.
- I have never been in New York City.
- Last month I was in New York City.
- tell a lie
- steal anything
- eat this dish
- hear strange noise at night
- buy a brand new car
- sleep all day long
- not do all the homework
- work all through the night
- send a telegram
- shake hands with a famous person
- fly a plane
- see a ghost
- win money in the lottery
- make a bad mistake
Ex 4 Draw conclusions.
Example: - They began to discuss this problem at 10 a.m. It is 11.30 now and they
are still discussing it. They have been discussing it for one hour and a half.
1. The rain started at 10 a.m. It is 4 p.m. now. It (rain) since … .
2. She arrived in London in 1998. So she (live) in London for … .
3. When I came home at 6, my sister was speaking over the telephone. It is 7 o’clock now and the phone is still busy. She (speak) for … . What a chatterbox!
4. The performance began at 7.30. My friend hasn’t come yet. It is 8 o’clock now. She already (be) one our late.
5. The traffic is too heavy. We left the office at 3 and planned to arrive at our country house at 4. But it is 4.30 now and we still (drive) there. We are nervous and angry.
6. She sat near the window in the morning. It is afternoon now. So she (sit) and (do) nothing since … .
Ex 5 Make up the dialogues following the model using the words given below,
- How often do these buses run?
- Every 20 minutes, I think.
- We’ve been waiting here much longer.
- Maybe we’ve been standing in the wrong place.
a) - how long /take/ drive
- one hour
- longer
- wrong highway
b) - how long / plan / talk over the telephone
- five minutes
- longer
- keep track of the time
c) - what / speed limit / highway
- 50 mph
- faster
- watch the speedometer
d) - how often / trams / run
- 15 minutes
- longer
- wrong corner
Ex 6 Translate the sentences into Russian paying attention to the usage of the Present Perfect Present Perfect Continuous – Past Perfect Continuous.
1. When I looked out of the window, it had been raining.
2. He has been running this firm for more than five years.
3. We haven’t heard from him lately.
4. They have been building this bridge for a very long time.
5. I have known her since childhood.
6. We had been discussing our plans for two hours already when she came.
7. She has been teaching English since she graduated from the University.
8. Where have you been? I’m all cold. I have been waiting for you for 40 minutes.
9. When Alice came back from the beach, she looked very red from the sun. She had been lying in the sun for several hours.
10. I’ve been looking forward to meeting him since I heard about his new project. It’s fantastic!
11. What have you opened all the windows for? The weather is nasty today.
12. How long have you been using your car?
13. She has made a terrible mistake, she is suffering from it now.
14. When I arrived, John was angry with me because I was late again and he had been waiting for a very long time.
Ex 7:
a) Read the dialogue.
b) Read one of the parts and supply the other part from your memory.
c) Act the whole dialogue from memory.
d) Continue the dialogue
e) Make up a story based on the dialogue.
Ann: Where have you been? I’ve been waiting for you very long.
Ted: How long have you been waiting?
Ann: I’ve been waiting for about an hour. I’ve been waiting since 12 o’clock.
What have you been doing.
Ted: I’ve been sleeping.
Ann: And I’ve been standing here! I have been standing in the rain.
I’ve been getting cold.
Ted: I’m sorry. I’ve been feeling so tired. I’ve been meaning to phone you.
Ann: …..
Ted:
…..
Ex 8 Translate into English using the Present Continuous, the Present Perfect or the Present Perfect Continuous.
1. a) - Как ты себя чувствуешь?
- Не очень хорошо. Мне уже несколько дней нездоровится.
b) – Где ты была? Я пытался найти тебя весь день
- Я была у подруги.
- А я все время искал тебя!
- Я думала позвонить тебе.
- Почему же ты не позвонила?
- Я забыла дома записную книжку с номером твоего телефона.
c) - У тебя есть сейчас свободное время?
- Да, а что?
- Я хочу, чтобы ты познакомился с Mr. Barnard. Я очень давно хочу Вас
познакомить друг с другом.
- Какая удача! Я тоже давно мечтаю о встрече с ним.
d) - Кто тот человек на углу?
- Я никогда не видел его раньше.
- Я тоже. Почему же он машет нам рукой.
- Может быть, он пытается спросить нас о чем-нибудь.
Ex 9 Open the brackets putting the verbs in the Past Indefinite and Past Perfect.
1. They (to complete) all the preparation for the party by 6 o’clock.
2. We (to stay) at the station for the night because we (to miss) the last train.
3. After the doctor (to examine) the sick child he (to have) a talk with his mother.
4. Hardly he (to see) her he (to feel) that he (to fall) in love with her.
5. He (to look) healthier than on the day we first (to meet).
6. We (to drive) out of town by the same highway as we (to enter).
7. When they (to come) to the bus station they (to find out) that their bus already (to go).
8. The rain already (to stop) when we (to get) off the tram and (to walk) home.
9. The clock hardly (to strike) two when the children (to rush) out on the playground.
10. Mary (to drive) half the way home when she (to discover) that she (to leave) he keys in the office.
Ex 10 Open the brackets using the proper tense forms.
And then Edward suddenly (stiffen) and (go) cold all over. This (be) not his car. It (be) very like it, yes. But by a thousand small signs Edward (realize) that it (be) not his car. Edward (remember) that there (be) another car standing some little distance away. He (not notice) it particularly at the time. He (return) from his walk by a different path from that by which he (go) down into the hollow. This second path (bring) him out on the road immediately behind, as he (think), his own car. It must really have been the other one. In about ten minutes he (be) once more at the spot where he (half). But there was now no car at all by the roadside.
(A. Christie)
Ex 11 Open the brackets putting the infinitive in the Future Perfect.
1. By this week-end I (to finish) to write my composition.
2. He (to reach) home before the rain starts.
3. How many new English words you (to learn) by the end of the term?
4. Don’t go there now. You’ll be too late. By the time you get there everybody (to go) home.
5. By the next time I see you, I (to graduate) from the University.
6. We have been married for a long time. By our next anniversary, we (to be) married for 30 years.
7. This traffic is terrible. We are going to be late. By the time we get to the railway station, Ann’s train already (to leave).
8. I (to be) old by the time you propose me.
9. Has your mother fallen ill? Don’t worry, by the time you get home from the office, I (to send) for the doctor.
10. I’m afraid by the moment this boring interview is over, everybody (to leave) the hall.
Ex 12 Put the verbs in brackets in the proper tense form (Active)
1. We (not to be able) to start the experiment before we (to obtain) the necessary data.
2. He (to solve) the cross-word puzzle for half an hour and he (to say) he (to be) about to finish it as he (to think) over the last word.
3. He (to tell) me he (to wait) for me for some time already.
4. They soon (to move) to a new cottage. I’m afraid it (to be) rather far from us.
5. We (to arrive) at the station a few minutes late. The train (to go)!
6. My favourite sport (to be) jogging. I (to run) my 4 miles every morning and that (to be) enough to keep me fit.
7. You (to find) already the necessary material or you still (to look) through the books? You (to look) through them long?
8. - I (to hear) you (to leave) for France.
- Yes, I (to dream) of such a trip since my childhood.
9. I (not to go) on the excursion as I (to be) already there.
10. The tourists (to pack) up and (to leave) the hotel, but then one of them suddenly (to remember) that he (to forget) to take his ticket which (to lie) on the table.
11. - You already (to see) the new film?
- Yes, I (to see) it yesterday. It (to make) a deep impression on me.
12. I (to know) at first it (to be) not easy for me to get along with her parents. But I (to try) for I (to have) no choice.
Ex13. Translate into English using the Passive Voice
1. Ему сообщили все эти сведения перед тем, как он уехал. 2. Все письма будут написаны к 3 часам дня. 3. Преступник еще не пойман полицией. 4. Вас предупредили. 5. Когда я вернулась в свой родной город, театр, почти сгоревший при пожаре, все еще строился. 6. Все вопросы уже решены, не так ли? 7. Много совместных предприятий было открыто в последнее время. 8. Экзамен будет сдан студентами к началу сессии, досрочно. 9. Нас спросили, почему все вопросы не были обсуждены до начала заседания. 10. Раньше его никогда не видели на улице без трости.11. За этого кандидата уже проголосовало большинство избирателей. 12. На ваш вопрос еще не ответили?
Ex 14 Change the following sentences into Indirect Speech following the examples. Notice the changes in the pronouns.
I. Indirect Statements.
| Tom said, I haven’t got my driving license yet. | Tom said (that) he hadn’t got his driving license yet. |
| She said, “We are going to the theatre”. | She said (that) they were going to the theatre |
1. Peter said, “I hope to pass all the exams with excellent grades”.
2. Ann said, “I have never visited New York”
3. The bus conductor said, “I am not going to repeat my question”.
4. Jack said, “My sister was speaking over the telephone when I came home. So I couldn’t call you on time”.
5. The teacher told me, “You didn’t write your essay properly”.
6. My friend told me, “We have plenty of time to prepare for the exam”.
7. Henry said to me, “I didn’t want to disturb you”.
II. Indirect Requests and Commands.
| The bus conductor said to the passengers, “Don’t open the window”. | The bus conductor ordered the passengers not to open the windows. |
| The teacher said to the students, “Correct all your mistakes”. | The teacher asked the students correct all their mistakes. |
1. I said to my friend, “Meet me after the classes, please”.
2. The teacher said to her little pupils, “Don’t run across the street”.
3. The doctor said to the patient, “Stay in bed for three days”.
4. I said to Ann, “Don’t look at me angrily”.
5. The conductor said to Jim, “Don’t smoke in this carriage”.
6. Mother said to little Tommy, “Go to bed immediately”.
7. He said to me, “Read all the instructions attentively”.
III. Indirect General Questions.
| Example: The teacher asked the pupils, “Are you ready for the lesson?” | The teacher asked the pupils whether they were ready for the lesson. |
| Tom asked Mary, “Did you travel alone?” | Tom asked Mary if she had travelled alone |
1. He asked Jack, “Do you smoke?”
2. Ann asked me, “Can you drive a car?”
3. Mr. Johnson asked, “Did you mail that letter for me?”
4. The teacher asked Peter’s mother, “Has Peter fallen ill?”
5. Mother asked Henry, “Are you going to help me?”
6. I asked Tom, “Will you give me your dictionary?”
7. My friend asked me, “Have you ever visited a picture gallery?”
IV. Indirect Special Questions.
| The teacher asked Mary, “Why were you absent yesterday?” | The teacher asked Mary why she had been absent the day before. |
| I asked him, “How are you? How is your wife?” | I asked him how he was and how his wife was. |
1. Bob asked me, “Where does Jack live?”
2. Ann asked Henry, “Why do you smoke so much?”
3. Mother asked the children, “Who can help me in the garden?”
4. The students asked the teacher, “What marks did we get for our last composition?”
5. Father asked me, “What are you going to do tonight?”
6. The doctor asked the sick man, “How long have you been ill?”
7. I asked the teacher, “What does this word mean?”
Ex 15 Open the brackets putting the verbs in the proper tense forms.
I (to have) an unusual experience yesterday. I (to be) downtown and (to decide) to stop at the bank to see Alice Brown. I (to think) she (may) have time to go to lunch with me. When I (to get) to the bank, they (to tell) me she just (to step) out for a few minutes. I (to ask) them if she (to be) back by 11.30, and they (to say) yes. I (to have) some time, so I (to decide) to wait for her. I (to say), “I (to be going) to wait for Alice, if you (not to mind)”. And then I (to walk) over to some chairs by the windows and (to sit) down. I (to decide) to watch the front door because I (to know) she (to come) in that way. I (to wait) but she (not to come) through the door. Finally, I (to decide) not to wait any longer. It (to be) 12.30 and I (to be sure) that she (not to be) back until after lunch. I (to get) up and suddenly somebody (to call) my name. I (to turn) around and (to see) Alice. I (to tell) her that I (not to see) her come in I (to say), “I (to know) you (to come) back any minute, so I (to watch) the door”. Then she (to tell) me she (not to go) anywhere. When I (to say) that someone (to tell) me she (to step) out of the bank for a few minutes, she (to tell) me she (not to leave) her office all morning.
Ex 16 Retell the following dialogues in indirect speech.
N 1.
Susan: What were you doing between 8.00 and 8.30 last night? I tried to call you.
Alice: Oh, was that, you? I heard the telephone ring.
Susan: Why didn’t you answer it?
Alice: Because I was in the bathtub.
Susan: I was calling to tell you about the earthquake.
Alice: You’re kidding! Was there an earthquake last night?
Susan: No, but I thought there was. All of a sudden, there was a loud noise and I felt
the whole house shake.
Alice: What was it?
Susan: It was just a big jet going over – a 747, I guess.
N 2.
Tommy: I don’t want to go to school today, Mom.
Mother: That’s nothing new!
Tommy: Why don’t you call the Principal? Tell her I can’t come to school today.
Mother: I can’t do that, Tommy.
Tommy: Tell her I’m getting a bad cold and our doctor thinks I should stay in bed.
Mother: I’m not going to tell a lie like that. I’m ashamed of you, Tommy!
N 3.
A: Are you waiting for the bus?
B: Yes.
A: Today’s a holiday, you know, I don’t think many buses are running today.
B: Oh, I think they are running all right. They’re just slow.
A: I think you’re going to have to wait here a long time.
B: Well, we’ll see … .
Ex 17 Put the following into Indirect Speech.
1. “What do you mean?” – he asked.
2. “Will you go to London next week?” – she asked her friend.
3. “Don’t tell me a lie” – mother asked her son.
4. “You are late as usual” – she said angrily to Tom.
5. “Why did you travel first class?” – I asked her.
6. “Have you been waiting for me long?” – she asked Bob.
7. “You have made a bad mistake” – the teacher said to a student.
8. “Do you always pass your exams with excellent marks?” – she asked me unbelievingly.
9. “Where were you yesterday? I was calling you all evening” – he asked his friend.
10. “Can I do something for you?” – an old man asked a crying boy in the street.
11. “Please wait for me at the corner, Richard,” – she asked.
12. “Don’t come home so late, Nick”, - mother asked.
13. “What else did you see?” – the policeman asked me.
14. “Leave the classroom at once”, - the teacher asked the pupil.
Ex 18:
a) Translate into English
b) Convert into direct speech. Make all the necessary changes.
1. Он нам сказал, что достал билеты .
2. Она сказала, что очень занята и давно не была в театре.
3. Мы сказали, что вернемся через час.
4. Она говорила, что не может понять, почему мы переменили решение.
5. Она сказала, что не знает, когда он уезжает.
6. Он нам говорил, что каждый день занимается в Публичной библиотеке.
7. Она меня спросила, где я живу.
8. Он спросил меня, читала ли я Диккенса в оригинале или в переводе.
9. Мы ему сказали, чтобы он нас не ждал.
10. Секретарь сказал, чтобы мы позвонили завтра.
11. Учитель сказал, что никак не ожидал такого ответа на свой вопрос.
12. Она спросила, почему никто не сообщил ей эту новость раньше.
13. Доктор сказал им, чтобы они не будили больного ребенка.
14. Она спросила, понимаю ли я то, что происходит.
15. Я спросила сестру, почему она не позвонила мне вчера.
16. Мама спросила меня, как я сдал экзамен.
Ex 19. Translate into English
1. Я никогда не забуду того, что они для меня сделали.
2. Я знал, что она сейчас готовится к экзаменам, и мне не хотелось беспокоить ее.
3. Студент не знал, что означает это слово и попросил разрешения взять словарь.
4. Мэри сказала, что уже получила водительские права и сейчас ездит на работу каждый день на машине.
5. Он сказал, что вернет деньги на следующей неделе.
6. Сосед спросил меня, где я жил раньше.
7. Она сказала, что думает, что завтра не будет дождя и мы поедем за город.
8. Анна знала, что обычно Елена встает в 6.30 утра.
9. Он не знал, что его ждут и поэтому не спешил.
10. Мне сказали, что вы уже больше не возвращаете книги в институтскую библиотеку.
11. Она сказала, что не сделает этого ни при каких обстоятельствах.
12. Он спросил, что мы сделали с тех пор, как начали работать над этой проблемой.
13. Я пообещал, что я расскажу ей обо всем после ее выздоровления.
14. Линда знала, что Феникс – столица штата Аризона.
Тед был уверен в том, что уже встречал эту девушку раньше и не сомневался, что они
SPEECH EXERCISES
Ex. I Study the models and speak about your studies:
1. When do you go to the University? What do you do there?
| Lectures/ classes start There is a five minute break We have a lunch hour Lectures/classes are over We have English We study math We have seminars We take tests We have exams | at ... o’clock on Mondays three times a week once a month twice a year during the class in history |
2. How do you get to the University? How much time does it take you?
| I get to the University It takes me | by bus by subway/underground by train on foot, or walk by car, or drive an hour fifteen minutes |
3. Are you doing well at school?
| I am doing well She’s doing badly this term He is always good at math | and attend all lectures though I am always late for my classes because she is missing a lot but English is rather difficult for him and never plays truant |
4. Was it difficult to enter the University?-
Not in the least! I entered the University in 1996.
I would’t say so.
Certainly. It was rather difficult.
On the contrary.
For me, it was quite easy.
| to be a high school student to finish school to serve in the Army to move to St.Petersburg topass entrance exams to take entrance exams to pay for my education to enter our College to graduate from the University | in 1998. last year. two year ago. when I was 17. but never graduated. |
5. How did you get on in your exams?
| As a rule Fortunately I was lucky Unfortunately She was unlucky | We take four or five exams I passed all the exams I got a high mark in physics he failed math she received a poor mark in history |
Ex 2 Learn some useful phrases expressing polite request:
| I would like to clear up a few points with you. Do you mind if I ask you some questions? Do you mind ny asking you some questions? | Go ahead. I’ll try to do my best to help you. Not at all. I’ll be glad to help you. I don’t mind |
| Could you explain something to me? Will you explain something to me, please? | Certainly. With pleasure. By all means. |
Study the patterns and speak:
1. = abbriviations in the time-schedule -
= LAB, LEC, SEM, MIDTERMS, FINALS
Eg. = Could you explain some abbriviations to me?-Certainly.
= What does LAB mean? or What does LAB stand for?
= It means Laboratory class where students work with computers or do some research.
2. Make sentences according to the pattern:
| take exams - When we are taking our exams | I’m calm. I’m very nervous. I’m a bit worried. I’m frightened to death. I feel tired. |
translate English; speak to the Dean; defend thesis; make a speech; date a girl; do some research; listen to our professor.
.
Ex3 Check yourself in doing the translation
:
EDUCATION: EAST AND WEST
I = Interviewer
S = Susan
| I: Hello, Susan, and thank you for agreeing to talk to us. S: My pleasure. I- Correct me if I’m wrong, but you have taught in many countries, as far as I know. What’s your opinion of the British educational system. I mean, I comparison to Japan, for example? You spent a long time in Japan, didn’t you? S: Yes, I did. I’ve always been rather irritated by the bad press the Japanese system gets in the West. You know what I mean ... it’s supposed to be unbearably strict and rigid. My opinion is quite the reverse. I:- So, it isn’t true then? I’ve always thought... S:- From my experience it seems the British ... and the American model as well, has done with intellectual ambitions. At least, that has been the case until recently. In fact, I think it’s reasonable to say that education in this country is moving towards the Japanese model. I think it’s necessary to outline the Japanese system. I:- Yes, please. S:- First and foremost, it’s extremely competitive. The basis of the system is a series of competitive examinations. At the end of primary school all children sit exams which determine whether the child will go to an academic school if he passes, or something like technical school if he fails. Whereas in Britain, it’s popular to give students the time to develop. The argument goes that a child’s future shouldn’t be decided at such an early age. I:- What about the subjects they study ... is there any difference? S:- Yes, a big difference. Japanese pupils study subjects like mathematics, physics, chemistry, languages...they study these subjects in much greater numbers than British or American pupils. There is far more choice of subjects in these countries and children are often encouraged to take subjects that interest them. Unfortunately, children go for the easy options ... result? A tremendous waste of potential. The whole system in Britain and America is based on the idea of making school as painless as possible. And no competitiveness. Instead, children are encouraged to help each other ... to learn cooperatively. But again with disappointing results. So much time is wasted with children sitting round tables doing basically what they want to, while the teacher runs around trying to keep order. Children know what’s expected of them in Japan. Success or failure depends on exams. Children know they have to work hard to pass them. They can focus on exams. They are the only thing that matter. I:- You said earlier the Japanese system is very strict. Doesn’t this only put even more pressure on children? S:- Yes, the system is very rigid. But once again, there are good reasons for that. In fact, it’s lack of discipline in British and American schools that puts pressure on children. I recently heard that one in six children in American schools carry guns or knives. Is that the kind of education system people want? Children benefit emotionally from a strict discipline. It gives them a sense of order, of stability. I:- Yes, that’s an interesting point. Finally, what about the standard of teaching? Teachers in the West always seem to be in the firing line. Is that the case in Japan? S:- No, quite the opposite. Teachers are held in great respect in Japan. Teachers generally have degrees in the subject they teach, unlike in the West where more emphasis is placed on how to teach. You see, it’s a vicious circle. | Ж.- Здравствуйте, Сюзен. Благодарю Вас за то, что Вы согласились поговорить с нами. С.- Мне это доставит уовольствие. Ж.- Поправьте меня, если я окажусь неправ, но, насколько я знаю, Вы преподавали во многих странах. Что Вы думаете о британской системе образования? По сравнению, скажем, с японской, например. Вы ведь долгое время находились в Японии? С.-Да. И меня всегда раздражало негативное отношение Запада к японской образовательной системе. Вы понимаете, что я имею в виду... принято считать, что она является невыносимо строгой и жесткой. Я придерживаюсь совершенно противоположного мения. Ж.- В таком случае, это неверно? Я всегда считал, что ... С.- Как показывает мой опыт, британская ... да и американская модель образования, уже покончили с интеллектуальными амбициями. По крайней мере, так было до недавнего времени. На самом деле, я считаю вполне резонным предположение о том, что система образования в нашей стране стремится к подражанию японской модели. Я думаю, необходимо рассказать в общих чертах о японской системе образования. Ж.- Да, пожалуйста. С.- Первое и самое главное - оно является чрезвычайно конкурсным. В основе этой системы лежит ряд конкурсных экзаменов. Заканчивая начальную школу, все ученики сдают экзамены, которые определят, будет ли ребенок учиться дальше в академической школе, если он успешно сдает экзамен, или в техникуме, если он не сдает экзамен. В Британии же принято давать ученикам время для развития, объясняя это тем, что нельзя решать будущее ребенка в таком раннем возрасте. Ж.- А что Вы можете сказать о предметах, которые они изучают? Есть ли какое-либо различие? С.- Да, и очень большое. Японские ученики изучают такие предметы, как математика, физика, химия, иностранные языки... они изучают гораздо больше предметов, чем британские или американские ученики. В наших странах выбор предметов гораздо больше, и детей часто поощряют выбирать те предметы, которые их интересуют. К сожалению, дети стремятся выбирать наиболее легкие... результат? Огромные потери потенциала. В основе всей системы образования в Британии и Америке лежит идея о том, чтобы сделать школу как можно более безболезненной. И никакой конкурентности. Наоборот, детей поощряют помогать друг другу ... учиться в коллективе. И опять -результаты неутешительны. Столько времени потрачено зря, когда дети сидят за столами и делают практически что хотят, в то время как учитель ходит по классу, пытаясь навести порядок. В Японии дети знают, чего от них ждут. Их удачи и провалы зависят от экзаменов. Дети знают, что им нужно много работать, чтобы сдать их. Они могут сосредоточиться на экзаменах. Это единственное, что имеет значение. Ж.- Ранее Вы сказали, что японская система - очень строгая. Не оказывает ли это еще большее давление на детей? С.- Да, система очень жесткая. Но я снова поворю - на это есть свои причины. На самом деле, как раз отсутствие дисциплины в британских и американских школах оказывает давление на детей. Недавно я слышала, что каждый шестой американский школьник носит с собой оружие или нож. Неужели такую систему образования хотят иметь люди? При строгой дисиплине дети выигрывают эмоционально. Она дает им чувство порядка, стабильности. Ж.- Да, интересная точка зрения. И наконец, что можно сказать об уровне преподавания? Кажется, что на Западе учителя всегда находятся на линии огня. Так ли это в Японии? С.- Нет, совсем наоборот. В Японии учителей очень уважают. Обычно учителя имеют ученую степень по тому предмету, который они преподают, в отличие от Запада, где больше внимания уделяют тому, как учить. Порочный круг, как Вы сами видите. |
Render the texts
Text 1
ПЕРВЫЕ ДНИ В УНИВЕРСИТЕТЕ
Программа подготовки специалистов с высшим образованием любого американского колледжа или университета направлена на приобретение студентами достаточно разносторонних знаний с уделением основного внимания так называемому “основному предмету специализации”. Специализация заключается в выборе курсов, которые студент считает главными для получения степени и которые лежат в основе его/ее обучения. После определения специализации студент посещает множество учебных занятий в выбранной области как на младших (первые два года), так и на старших (последующие два года) курсах.
Иностранцу может показаться странным, что в США студенты начинают обучение по программе, предусматривающей присвоение степени бакалавра, еще не зная, какую область они изберут основным предметом своей специализации. В Америке это считается вполне нормальным явлением. Первые два года студенты обычно проходят целый ряд курсов по самым разным предметам. В результате даже студенты, указавшие или выбравшие основную область специализации еще в период поступления в вуз, впоследствии нередко меняют ее на более для них интересную. Курсовые работы и зачеты, сдаваемые в течение этого периода “общего обучения”, учитываются при присуждении степени. Обычно студенту надлежит окончательно выбрать основную область своей будущей специализации к концу второго года обучения.
При поступлении в университет или колледж студенту выделяют “консультанта по учебным вопросам”, который одновременно является членом профессорско-преподавательского состава данного университета. Он/она помогает студенту выбрать необходимые учебные занятия и составить индивидуальный план учебной программы, а также будет контролировать ее выполнение. При этом никто не запрещает студенту обращаться за советом к другим преподавателям данного вуза.. Иными словами, если вам необходима помощь, вы сами должны найти ее, пользуясь тем или иным источником, имеющимся в распоряжении данного учебного заведения.
В аспирантуре обучение приобретает узко специализированный характер. Большая часть времени уделяется той области, в которой аспиранту будет присвоена степень. При этом сохраняется определенная возможность получения знаний по другим дисциплинам, интересующим аспиранта.
Большинство американских колледжей и университетов имеют ориентационные (вводные) программы для новых студентов, призванные ознакомить их с университетом, его кампусом, а также с населенным пунктом, в котором расположен данный университет. Ориентационные программы дают возможность встретиться и установить контакты с другими иностранными и американскими студентами, преподавателями и местными жителями. Студентам предоставляется информация о действующих в их колледже или университете правилах внутреннего распорядка, таких как процедуры регистрации или назначения консультантов по учебным вопросам. Во многих колледжах и университетах существуют специальные вводные программы для иностранных учащихся, дающие им такие же сведения, как и американским студентам-новичкам, но и дополнительно информацию и рекомендации по другим вопросам, имеющим большое значение для иностранных студентов.
Vocabulary
быть направленным на - to be directed at, to be aimed at;
приобретать - to gain, to obtain;
разносторонний - various;
уделять осн. внимание - to emphasize;
так называемый - so-called;
основной предмет специализации - major subject;
заключаться (в) - значить - to mean;
выбор - selection;
считать - to consider;
в основе - at the basis;
определять - to identify;
посещать занятия - to attend classes;
предусматривать - to envisage;
считаться - to be considered;
явление - thing;
проходить курсы - to take courses;
предмет - subject;
поступать в вуз - to enter the university;
впоследствии - later;
менять - to change;
курсовая работа - course work;
зачет - credit;
в течение - during;
общее обучение - general education;
учитывать - to take into account;
присуждать степень - to award the degree;
окончательно - finally;
к концу - by the end;
выделять - предоставлять - to provide;
консультант по учебным вопросам - adviser on educational matters;
одновременно - at the same time;
член - member;
профессорско-преподавательский состав университета - faculty;
составить индивидуальный план - to make an individual schedule;
запрещать - to forbid;
обращаться за советом - to ask smb. for an advice;
многообразие источников - a variety of sources;
быть ответственным (за) - to be responsible for;
иными словами - in other words;
тот или иной - this or that;
быть в распоряжении - to be available;
аспирантура - post-graduate course;
приобретать - to acquire;
уделять - to concentrate (on);
определенный - cetain;
ориентационный (вводный) - introductory;
располагаться - to be located;
установить контакты - to make contacts;
консультант - adviser;
сведения - data, information;
дополнительный - additional;
вопрос - matter.
Text 2
ЗАЧЕТЫ И УЧЕБНЫЕ НАГРУЗКИ
Для получения степени необходимо сдать определенное число зачетов и набрать определенную сумму зачетных единиц, а также пройти определенное число курсов, требуемое в рамках вашей специализации. Количество зачетов зависит от типа курсов и количества часов в неделю по тому или иному предмету. Это относится как к практическим, так и к любым другим занятиям.
Каждое учебное заведение обычно требует минимальное и максимальное количество зачетных единиц, которые студент может набрать за один семестр. Как правило, студент имеет право ходатайствовать о сдаче большего числа зачетов, чем установленный максимум, но иностранным студентам рекомендуется, по крайней мере, в течение первого семестра, сдавать минимальное количество зачетов, требуемое для поддержания статуса студента очного отделения, что, в свою очередь, необходимо для сохранения статуса визы. Если после начала семестра студент обнаруживает, что записался на изучение слишком большого числа предметов, занятия по которым не успевает посещать, или что одновременное изучение многих трудных дисциплин ему не под силу, можно прекратить посещать занятия по тому или иному предмету (отказаться от его изучения), и подобный шаг не повлечет за собой никаких административных последствий при условии, что это сделано до определенного срока. Если последнее требование представляет для студента проблему, то следует обратиться к консультанту иностранных учащихся и обсудить с ним сложившееся положение. Никогда не следует прогуливать занятия в надежде на то, что это позволит уйти от проблемы. Непосещение занятий, как правило, приводит к неуспеваемости. Кроме того, обычно существует возможность добавления нового предмета к своей учебной программе. Однако спустя одну-две недели после начала семестра подобный шаг может привести к плачевным результатам. Начав изучение предмета с опозданием, студент может не догнать группу студентов. Иностранные студенты часто удивляются тому, что при изучении каждого предмета необходимо проделать так много работы. Выбрав для начала минимальное количество зачетных часов за первый семестр, вероятно можно определить, какую учебную нагрузку вы способны выдержать в течение одного семестра, не подвергая себя при этом нежелательным перегрузкам.
Vocabulary
зачет - credit;
пройти курсы - to take, to complete courses;
определенный - certain;
требуемый - required;
в рамках - within the framework;
зависеть от - to depend (on);
относиться к - to apply to;
требовать - to require;
семестр - term;
ходатайствовать - to ask for;
в свою очередь - in its turn;
сдавать зачеты - to get credits;
поддерживать статус визы - to hold/support visa status;
обнаруживать - to find out;
не успевать посещать - to fail to attend;
одновременный - simultaneous;
дисциплина - discipline, subject;
не под силу - to be not able to do smth.;
повлечь за собой - to be followed by;
последствия - здесь: measures;
до определенного срока - up to the fixed date;
требование - requirement;
представлять проблему - to make a problem;
сложившееся положение - existing situation;
вести к - to lead to; to be resulted in;
неуспеваемость - bad academic results
кроме того - besides;
добавлять - to add;
догнать группу - to catch up with the group;
удивляться - to wonder;
определить - to identify;
нежелательная перегрузка - undesirable overloading.
Supplementrary material
Text 1
Text 1
Life Begins at 50 for Third Age Students
The period after earning a living and raising a family is an age of discovery for students at the Third Age universities, which are growing rapidly in Britain. They find it is never too late to learn, and that intellectual stimulation can lead to better health for (he elderly.
At first glance it's the usual Cambridge scene: the light for places to park [he bicycle, the hasty greetings called across the courtyard, the scramble for decent seats next to your friends, the silence before the lecture begins. The difference here i^ that the greetings are a little cheerier, the scramble a little more intense, the silence a little more avid, and, though you may not notice it, there are more grey hairs. The students at the new Cambridge University are all aged 50 or over.
The Wednesday afternoon lecture is the main event of the week for members of the University of the Third Age, or 'U3A' as they call it. But every day there are classes going on all over town ranging from Chinese to computers. Founded only three years ago, the new university now has more than 700 members. It was the first of its kind in Britain, but the idea caught on quickly and Third Age universities have started up all over the country.
Although Shakespeare chronicled Seven Ages of Man, the new university makes do with four. The Third Age comes when the First Age of childhood and the Second Age of earning a living and bringing up a family are over. It may well last as long as 30 years, beginning in the fifties and going on into the sixties, seventies and eighties. The belief and the hope is that an active Third Age can postpone the Fourth Age of weakness and death, squeezing that into the shortest period possible.
Thirty years is a long time to feel bored, lonely and useless; it's not nearly long enough for the members of the University of the Third Age to do all the things they want to do. Barbara Brown is a case in point. A widow and a grandmother, her life is still as busy and active as ever. 'We dash to classes and then we meet up for coffee. I'm learning French. 1 never had the time before. People say you can't learn a new language when you're old, but that's nonsense. It just depends on your drive and willingness to do it. The difference with U3A is that we feel we're using our brains. We're not superior, not at all. We're just extending our knowledge, starting again really - and it's fun.'
Students pay £10 for six months' membership of the university and for this they can go to as many, or as few, classes as they wish. There are also regular social and sporting events. One of the reasons why so much activity is possible and costs so little is that the teachers give their time free and seem to enjoy it just as much. Richard Bennett, a retired schoolteacher who takes one of the French classes, says the great joy is that everybody is motivated. There are none of those little boys in the back row trying to hide under their desks. 'Most of us who teach also learn. I'm doing cookery and music. We're doing areas of 20th-century music I'd never explored before and I'm finding out all sorts of things.'
The new university is a cooperative venture and everyone can contribute something, by teaching or learning, by delivering the newsletter or making the coffee. The university belongs to its students and they choose the classes. Many classes started because two or three people discovered a mutual interest, found someone to take the lead and it has grown from there. In this - and in many other ways - it is quite different to the other Cambridge University. Dr Peter Snow, who is a Fellow of Trinity College and thus knows both from the inside, was a founder member of U3A. 'We have a claim, I think, to be what some people call the true university because we insist that nobody needs qualifications to join. Nobody is paid, there are no awards, no exams, we are not agents for any outside body which wants to know whether Smith is better than Brown. All our people study because they want to - for aesthetic, literary or other reasons - and this is what a university is/or.'
The University of the Third Age is fiercely independent and has no ties with any other educational institutions. Peter Snow is adamant that it should remain so. Too much, he feels, is done for the elderly, not enough by them. Organising their own university answers part of their need for intellectual stimulation. But in France, where the movement began, they take the opposite view. There the new universities are run in, and by, the established institutions.
U3A takes its name from the Universite du Troisieme Age launched in Toulouse in 1972. Professor Francisque Costa was one of the founders. He says they were moved partly by their awareness of the growing number of elderly people who were bored and lonely and partly by the fact that a law was passed requiring educational institutions to do something about it. This was no mere act of charity. The French government was convinced by the research which said that as soon as people have no stimulation, stop working, and stop being interested in life around them, they decline physically. If you stimulate the brain you are physically fitter. The economic a consequences were clear: it was in the government's interest to promote the educational and cultural stimulation of elderly people because that would cost less than the health care that would otherwise be needed. Universities of the Third Age sprang up all over France and most other European countries soon followed suit. Professor Costa is delighted with the results. 'It has been proved that elderly people can progress - they can do research, they can learn languages. Even if you decline in some ways, in others you can grow - you can be more creative in old age than in your younger days.'
In Britain we seemed not to have noticed how old we were getting; that one fifth of our population - some ten million people - were in their sixties or older and that many of them were bored and lonely, desperate for something more intellectually stimulating than a game of bingo and a singsong. Now it is spreading like wildfire. They raise funds by subscription and donation because they don't want government funds with strings attached. Each university develops its own character and programme in response to the needs and resources of the area, and ideas are shared through a nation-wide network with its own newsletter.
The founders believe many of the new universities will grow to a size of 1,200 to 1,500, which is the pattern in France. They will take on their own research projects and lobby for the needs of their own age group. Above all, they will correct the public image of Britain's Third Age population. It will become accepted that, once the Second Age is over, a new time of creativity and fulfilment can begin. Marion Dawson, who attended that Wednesday afternoon lecture in Cambridge, would have found that hard to believe two years ago. When her husband died in Hong Kong, where they had lived for some time, she felt she had lost everything. She came back to Cambridge and had to build a new life. But she wanted to keep in touch with her Chinese friends, to be able to read their letters without an interpreter. So she joined a Chinese class at the University of the Third Age. Now, to her great delight, she can already express her own thoughts quite fluently in Chinese. She has ventured into other U3A activities and made new friends. 'It has given a purpose to my life again - something totally different - and I'm enjoying every minute of it.'
At Christmas, when so many older people can only look back in loneliness, Marion Dawson and her friends can look forward together - to the new discoveries and new delights that the New Year will undoubtedly bring.
Sonia Beesley
Vocabulary
Earn a living – заработать на жизнь
Raise a family – поднимать семью
Discovery – открытие
Rapidly – быстро
Glance – взгляд
Elderly – пожилой
Hasty – поспешный; торопливый
Greeting – приветствие
Courtyard –внутренний дворик
Scramble – схватка; борьба
Decent –приличный
Cheer – радостный
Intense – интенсивный
Avid – жадный; алчный
Notice – замечать
Grey (hairs) – седые (о волосах)
Event – событие
Range (from…to…) – варьировать
Found – основывать
Catch* on – захватить
Chronicle – вести хронику
Make do – иметь дело
Be over – закончиться
Bring* up – воспитывать
Postpone – здесь: отодвинуть
Weakness – слабость
Squeese – сжать; втиснуть
Bored – скучный
Lonely – одинокий
Widow – вдова
Dash – устремиться; ринуться
Drive – побуждение; стимул
Willingness – желание; охота
Membership – членство
Social –здесь: общественный
Cost* - стоить
Enjoy – нравиться; наслаждаться
Retire – уходить в отставку; на пенсию
Take classes – ходить на курсы
Row – ряд
Hide* - прятаться, скрываться
Cookery – кулинария
Explore –исследовать
Venture – предприятие
Contribute – делать вклад
Deliver –доставлять
Newsletter – информац: бюллетень
Belong – принадлежать
Mutual – взаимный
Take the lead – взять инициативу
Fellow – член колледжа
Trinity – Троица
Founder – основатель
Insist – настаивать
Join – вступать, присоединяться
Award – награда
Body – здесь: учреждение
Literary – литературный
Fiercely – жестко
Independent – независимый
Adamant – твердый, непреклонный
Remain – остаться
View – точка зрения
Launch –здесь: основать
Partly – частично
Awareness – знание, уверенность
Pass a law – принять закон
Mere –простой
Charity – благотворительность
Convinced –убежден
Research – научное исследование
Decline – приходить в упадок
Fit – в хорошей физической форме
Consequence – последствие
Promote – способствовать
Otherwise – иначе
Spring* up – возникать, появляться
Follow suit – следовать примеру, подражать
Delighted – довольный
Creative – творческий
Notice – замечать
Population – население
Spread like wildfire – мгновенно распространяться
Raise funds – находить финансирование
By subscription – по подписке
Donation – дар, пожертвование
Be dependent (on) – зависеть(от)
In response – в ответ
Share –разделять
Pattern – образец
Lobby – здесь: защищать, поддерживать
Correct – исправлять
Accept – принимать, допускать
Fulfilment – осуществление, реализация
Attend(classes) – посещать (занятия)
Keep* in touch – поддерживать отношения
Interpreter – переводчик
Fluently - свободно
Venture – отважиться, осмелиться
Purpose – цель
Undoubtedly - несомненно
Comprehension Check.
Ex. Answer the following questions:
1. What life period is called the Third Age?
2. What are the first two age periods?
3. When was the University of the Third Age founded?
4. How many ages of a Man did Shakespeare describe?
5. Why do elderly people study?
6. How much do they pay for their studies?
7. Is this University financed by the government?
8. Who founded this University?
9. Who teachers at this University?
10. What classes are taught there?
11. What was the French government convinced of?
12. How many elderly people are there in Britain? What is their age?
13. Are there as many such institutions in Britain as in France?
Topics to discuss.
1. The Third Age University. Its history, sources of financing.
2. Students of this institution.
3. Aims of such universities.
4. Tuition fee at the University.
5. Ties with other universities.
6. Professor Francisque Costa.
7. The Universite du Troisieme Age.
8. Marion Dawson's story.
Text 2
STUDYING ABROAD
(Vanessa's experience).
Studying abroad is wonderful, if you have the opportunity. I was fortunate to have that opportunity three times. I studied in France, Canada and the former Soviet Union, in what is now Russia. I studied in France while I was completing my bachelor's degree at home in California. I studied French language and literature, which I was in love with at the time - it was so special to be in the land of Moliere and Voltaire, Zola and Sartre! I spent about a year there and during that time I lived with a French family, which gave me a lot of opportunities to speak French, as well as to eat the wonderful food. I was in a small country town, not Paris, so I was able to enjoy the beautiful countryside - the rivers, the forests and, in the distance, the mountains. I received a diploma for my efforts, while in France. Then, after I had completed my bachelor's degree in California, I went to Canada to do a master's degree in comparative literature. I spent a year and a half in Canada, from autumn through two winters to the second spring. I was living in an apartment with a friend, who was studying on the same program as me, so that was very convenient. I really enjoyed the work in Canada, because the classes in Canada were very small. However, I was not allowed to have a job, which made it very hard to make ends meet. After I finished my master's degree in Canada, I had the opportunity to go to the former Soviet Union for three months. There I lived in a student hostel, with other foreign and Soviet students, and I studied Russian language and literature. I found that extremely interesting, though it was a very hard language to learn, especially the grammar and the pronunciation. I spent three months in the Soviet Union and received a certificate, written in beautiful Russian script. The people there were extremely friendly, and the theatre was just glorious. For me, going abroad to study was not just serious effort. I had a lot of fun too.
Ex. Find in the text equivalents to these words and phrases:
учиться на степень магистра, сравнительная литература, ей повезло, завершить, на расстоянии, бывший, другой/иной, чрезвычайно, усилие, почерк, провести (время), удостоверение/свидетельство/аттестат(амер.), жилье/размещение, произношение, преимущество/достоинство, недостаток.
Ex. What do you think are the advantages and disadvantages of studying abroad?
· being away from your family and friends;
· living in new accommodation;
· meeting new people;
· eating different food;
· getting a better qualification;
· seeing different scenery;
· getting to know a different culture.
Ex. Complete the chart, which summarises the content of Vanessa's talk.
Write a word or a short phrase in each gap.
| FRANCE | CANADA | RUSSIA | |
| Course of study | French language and literature | Comparative literature | |
| Length of course | one year | ||
| Accommodation | Student hostel | ||
| Advantages | opportunity to speak French beautiful countryside | great theatre | |
| Qualification |
Text 3
CHELSEA CHOOSES A COLLEGE.
First Daughter Chelsea Clinton finally let the world in on her big
decision: She is turning aside (отклоняять) offers from Yale, Harvard,
Princeton, and Brown to attend (посещать) Stanford. That means she'll spend
much of the next four years in Palo Alto, Calif., 3,000 liles away from her
parents. But by all accounts (по всем рассчетам), the president has already
put a positive spin (здесь: взгляд, мнение) on the distance, saying:
"Planes run out there, and phones work out there. And E-mail works out
there, so we'll be all right." Hillary Rodham Clinton, who has faced
(сталкивалась) daily questions with her daughter's decision, said simply:
"I'm just grateful (признательна) that this day has come." Aparently
Chelsea was leaning toward (склонялась к) the Northern California univesity
as early as last December but fretted (мучалась сомнениями) up to the last
minute.
When Chelsea heads off (отправляться) to Stanford's lush (буйный),
mission-style campus in September, she'll be one of 1,610 freshmen
(первокурсники), culled (выбранный) from 16,8444 applicants (абитуриенты,
претенденты). Half of the class of 2001 will be women, and half will be
minorities; two thirds scored (набрали очки) about 1400 on the Scholastic
(учебный) Assessment (оценка) Tests (SATs). Like roughly (приблизительно)
40 percent of her class, she's expressed an interest in becoming a doctor.
That means her courses probably will include (включать) English, chemistry,
calculus (вычисление), and a required (обязательный) freshmen course called
"Cultures, Ideas, and Values (ценности)". Chelsea has already demonstrated
her brain power: She's a National Merit (заслуга)) Scholarship finalist, an
honor accorded to (оказанный) 0.5 percent of U.S. high school seniors
(старшеклассники).
Answer the following questions:
1. What is Chelsea's final decision when choosing a college?
2. What universities' offers did she turn aside?
3. How far is the chosen college located from her parents' place?
4. What is Chelsea's parents' attitude to distances?
5. When will Chelsea graduate from the unicersity?
6. What profession did she choose?
7. Does Chelsea have any awards?
Topics to discuss.
1. Chelsea's class.
2. Subjects to be studies at her class.
Supplementary material
Text 4
Russian Agencies Denied U.S. Aid.
(Peter Eisler's article from "USA TODAY", April 17, 1998).
WASHINGTON - The State Department has declared 20 Russian agencies and research facilities ineligible to receive millions of dollars in U.S. government assistance because they may have provided missile technology to Iran.
The State Department' s list, obtained by USA TODAY, was sent in March to managers of U.S. programs that finance commercial ventures for Russian institutions formerly involved in Soviet weapons work. Since then, U.S. officials have denied funding to at least three
Russian projects, because they were on the list. Future projects with institutions on the list will be rejected unless the Clinton administration is satisfied they aren't helping Iran.
Despite longstanding concerns about the exodus of weapons technology from Russia to rogue states, the move marks the first time specific institutions have been penalized.
"What we're doing is limiting our cooperation with Russian entities which might have or might be providing assistance to Iran's missile program", said Gary Samore, special assistant to the president on nonproliferation and export controls. "If someone came to us proposing a project involving one of these entities, we might still approve it, depending on the specifics." The government spends nearly $50 million a year on ventures for former Soviet institutions that have struggled since the Communist regime's demise. The idea is to keep their scientists engaged in nonmilitary projects - instead of having them sell their weapons know-how to the highest bidder. The State Department's list, based on information gathered by U.S. intelligence agencies, includes Russian institutions raging from universities to government agencies. The 20 institutions are a small fraction of Russian entities involved in nonproliferation projects funded by two U.S. assistance programs launched in 1994. The Russian Space Agency - a major U.S. partner in developing an
international space station and other costly endeavors - was included on the State Department's list. But department officials said it was included in error. Among the projects denied U.S. funding since March:
* A proposed project at Baltic State Technical University in St.Petersburg to apply rocket motor technology in the high-temperature destruction of chemical wastes.
* A project involving TsAGI, Russia's Central Aerodynamic Institute, on using aerospace technology to develop high-tech plastic joints for industry.
* A project led by the Moscow Aviation Institute to develop new methods for evaluating the thermal properties of composite materials.
Michael Shurgalin, a spokesman at the Russian Embassy, denied the Russian institutions were helping Iran with missile technology. The Clinton administration opposes sanctions, preferring a policy of engagement. But Israel and some in Congress want Russia punished, saying there is strong evidence that Russia, China and North Korea help Iran's efforts to develop midrange missiles.
QUOTATIONS and JOKES.
· The specialist is a man who fears the other subjects.
Martin H.Fisher.
· When there are two PhD's in a developing country, one is Head of State and the other is in exile.
Lord Samuel
· Soon learnt, soon forgotten.
Anonymous.
· And if the student finds that this is not to his taste, well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.
Flannery O'Connor
· Whatever is good to know is difficult to learn.
Greek proverb.
· What is research, but a blind date with knowledge?
Will Henry.
Unit III
Educational Environment Студенческая жизнь, заботы, развлечения, контакты
Грамматика: степени сравнения прилагательных, включая способы усиления значения типа too hot, much longer, ….
модальные глаголы, сослагательное наклонение, условные предложения, многозначность глаголов should, would, could, might, need….
Introductory text
Some Important things from the Educational Environment
COMMUNITY. By the word "community" they mean a village or a town and all the people living in it. A city usually consists of several communities, in this case community represents a district. According to the dictionary, "community” is a group of people living in the same place and united by the shared interests, religion, nationality, etc." University campuses are also considered to be communities, including the big areas of campus grounds, college buildings and facilities located on this territory and professors living nearby.
CAMPUS. A campus is the territory of a university or a college where buildings and halls of residence are located. A campus usually is a really big area. A student spends most of all his/her time there, since on the campus territory you will find not only the administration building and education spaces, but also a library, dorms, fraternities and sororities, cafeterias, gyms and sports fields. The classrooms buildings are usually for all the related departments. For instance, the sciences may be in one building, the social sciences in another, the humanities all together and perhaps music and art off somewhere. A science like engineering may have a building all to itself. One building you will find on every campus is the Student Union. It has a cafeteria and a snack bar which is convenient for those who live off-campus. There is an area with comfortable chairs where students can relax and talk. Some students study there between the classes. The Student Union is the place where discotheques are often held. Last, but not least, every campus has a bookstore where you can buy textbooks and supplies.
There are different payments students can get while studying.
A grant is what students get every month which is taken from the state budget or is paid by local authorities. A scholarship is given to especially bright students who have excellent results, and is usually much higher than grant. An allowance is a one time payment for not so well-to-do students who may find themselves in a difficult financial situation.
Vocabulary to the Text.
Educational – образовательный
Environment – окружение
Mean* - означать, значить
Consist of – состоять из
Case – случай
Represent – представлять
District – район
According (to) – согласно (чего-то)
Unite – объединять
Shared interets – общие интересы
Campus – студгородок
Including – включая, в том числе
Consider – рассматривать
Ground – территория
Facilities – мн.ч. возможности, оборудование
Locate – размещать
Nearby – поблизости
Residence – жилье, жилище
Area – район, территория
Spend* - тратить
Since – поскольку
Spaces – помещения
Education spaces- учебные корпуса
Dorm(itory) – амер. общежитие
Frat(ernity) - братство
Sorority – сестринство
Gym(nasium) – сортзал
Field – область, сфера
Related – родственный
Social – общественный
Humanities – гуманитарные науки
Union – союз
Snack bar – закусочная
Convenient – удобный
Supplies – канцтовары
Payment – платеж
Grant, scholarship, allowance – виды стипендий
bright – умный, яркий
authorities – мн.ч. власти
excellent – отличный
well-to-do - обеспеченный
Ex. Match the phrases with their Russian equivalents.
1. well-to-do student a/ территория студгородка
2. according to the dictionary b/ отдельно
3. live off-campus c/ покупать канцтовары
4. local authorities d/ представлять район
5. live nearby e/ бюджет штата
6. represent a district f/ согласно словарю
7. related departments g/ обеспеченный студент
8. shared interests h/ местные власти
9. buy supplies i/ жить за пределами студгородка
10. state budget j/ родственные факультеты
11. all to itself k/общие интересы
12. campus ground l/жить поблизости
Ex. Translate the following sentences into English.
1. Слово «комьюнити» означает деревушку или городок и людейБ проживающих там. 2. Большой город состоит обычно из нескольких «комьюнити», в данном случае это слово обозначает (designate) район. 3. Студгородок тоже обозначается словом «комьюнити» и включает в себя территорию, здания , а также студентов и профессоров. 4. На территории студгородка находится административное здание, а также учебные корпуса, общежития и многое другое (facilities). 5. Студенческий союз – это здание и место, где проводятся дискотеки, вечеринки и другие общественные мероприятия. 6. Студенты могут получать разного рода финансирование, существует три вида стипендий – это деньги, даваемые студентам на учебные цели.
Comprehension Check.
Ex. Answer the following questions.
1. What does the word “community” mean?
2. What description is given to this word in the dictionary?
3. What does the word “campus” mean?
4. What is located on the teritory of the campus?
5. Do the departments have buildings of their own?
6. What kinds of payment can the students get while studying?
Topics to Discuss.
1. Community.
2. Campus.
3. Student Union.
4. Types of payments available for students’ situation.
Text I A.
Across The Nation
Part 1
Uniting two campuses
LADUE—An $18 million expansion and renovation project at Mary Institute and St. Louis Country Day School is the largest in the school's history.
The private, co-ed school serves more than 1,200 students in grades junior-kindergarten through 12. This capital-improvements program, made possible by a $40 million fund-raising campaign, will unify the school into a 100-acre campus.
The phased project, which is to be completed in the fall of 2001, will consist of three components: construction of a new administration/classroom building; creation of a new indoor athletic complex; and renovations to existing classroom buildings, parking lots and athletic fields. The center piece of the new campus will be Olson Hall, a classically styled, two-story, 36,000-square-foot academic/administrative building, which is scheduled to be completed in midsummer 1999. The hall will include a bookstore, as well as admissions, business, development and offices.
Work on McDonnell Athletic Center, a 65,000-square-foot athletic complex, will include a track, indoor courts, a high-jump pit and pole-vault area, a fitness center, and office, conference and storage space.
Mitchell and Hugeback Architects is project architect, and Clayco Construction is construction manager.
Part 2
Upgrading technology through renovation
STORRS—The University of Connecticut's renovation of the Homer Babbidge Library, completed last October, brings to a close more than 11 years of repairing the 20-year-old building. Originally undertaken because of structural problems, the renovation project included interior changes to make the library more convenient for patrons to use and to add updated technology.
The project's renovation! included refacing the brick on the exterior of the building, which had begun to come loose. A new brick facade north entrance and roofs wen among the exterior renovations, A bank of computer was added, the library's 24 hour study room was expanded, and a coffee bar was added.
The project also involve moving the circulation and reserve desks to the ground floor, installing an electronic information centre and adding two information cafes. The renovation also permitted the library to offer new services, including scanning of books and documents; the capacity to digitise and print material from the library's microform collections; and a faculty resource lab where faculty and graduate students can use electronic technologies for teaching.
The building also received new carpeting, furniture and hexagonal tables equipped with six workstations. Larger windows were added to increase the use of natural light.
Allan Debar Associates Architects and Planners was in charge of the project.
Vocabulary
co-ed (combined education) - совместное обучение (мальчиков и девочек);
grades (pl.) - амер. начальная школа;
fund-raising campaign - кампания по сбору средств (финансов);
phased project - поэтапный проект;
pole-vault - прыжки с шестом;
storage space - складские помещения.
Ex.1. Match the words with their Russian equivalents.
| 1. expansion | a/ объединять |
| 2. renovation | b/ запланировать, наметить |
| 3. junior | c/ денежные средства, финансы |
| 4. to complete | d/ яма |
| 5. to unify | e/ прием (документов) |
| 6. indoor | f/ младший |
| 7. track | g/ расширение |
| 8. to schedule | h/ частный |
| 9. funds | i/ реконструкция, обновление |
| 10. pit | j/ в закрытом помещении |
| 11. admission | k/ дорожка |
| 12. private | l/ заканчивать, завершать |
Ex. 2. Translate the following phrases from the text and use them in the translation below.
parking lot, fund-raising, to be scheduled, administration/classroom building, private, fitness center, capital-improvements program, indoor court, athletic complex, to serve, accommodate, existing, admission office, expansion and renovation, to complete, coed school, tuition fee, indoor and outdoor courts, to renovate, to unify, to do sports.
1. Учебно-административное здание расположено в центре студгородка
2. Школа совместного обучения рассчитана на 1200 учеников
3. Поэтапный проект будет завершен через три года.
4. Программа по капитальному усовершенствованию университета требует (need) сбора финансовых средств.
5. Этот колледж частный, в нем высокая плата за обучение
6. Cтуденты могут заниматься спортом в спортивно oздоровительном центре - на закрытых и открытых площадках.
7. Автостоянка находится недалеко от спортивного комплекса
8. Следующий футбольный матч запланирован на середину января
9. Административно-учебное здание расположено в центре студгородка.
10. Кабинет приемной комиссии находится на втором этаже
11. Данный проект объединит две школы в единый студгородок
12. В школе совместного обучения учатся более 1000 ребят, от младших групп детского сада до 12 лет.
Ex.3. Answer the following questions:
1. What project is being realized at Mary Institute and St. Louis Country Day School?
2. What is the goal of it? Where is the money taken from?
3. When will it be completed?
4. Give a list of the project components
5. What is Olson Hall?
6. What facilities will Athletic Center house
Text I-B
Across The Nation
(continued)
Part 3
Room to grow
BERKELEY—Built in 1933. The old Harmon Gym on the University of California campus held only 6,578 bench-style seats. With every basketball game being sold out since 1987. thousands of people were on the waiting list for season tickets.
A $40 million project will transform the old gym into the Walter A. Haas Jr. Pavilion by increasing seat capacity, seismically upgrading the facility's infrastructure and retrofitting all mechanical and electrical systems.
To create the space for additional seating, the walls of the existing facility were expanded, the roof raised, and a new seating bowl was built around and on top of the existing infrastructure. One challenge was the physical layout of the site. which was severely limiting due to inaccessibility on two out of the four sides of the building. The project, which began in the fall of last year, is scheduled for completion in time for the next basketball season. When completed, the facility will house 12,000 fans. New press boxes, locker rooms, student exercise facilities, concession areas, and an 8.000-square-foot VIP room will be added to the facility. New mechanical and lighting systems, as well as audiovisual systems, also will be added.
Notes:
· room - здесь: пространство, место;
· gym (= gymnasium) - спортзал;
· season ticket - абонемент;
· to transform into - превратить в...;
· capacity - здесь: вместимость;
· seismically upgraded - сейсмоустойчивый;
· facility - здесь: сооружение, здание, помещение;
· facilities (pl.) - удобства, оборудование; возможности;
· space - здесь: пространство, место;
· seating bowl - зал с трибунами (в форме полусферы);
· challenge - вызов (судьбы), открывающиеся перспективы/шансы;
· layout - здесь: план, разбивка;
locker room - раздевалка (с закрывающимися шкафчиками);
· VIP (very important person) - очень важная персона (как правило, подразумевается человек состоятельный и/или занимающий высокий пост);
Ex.2. Match the words with their Russian equivalents.
| 1. to house | a/ выполнить в стиле "ретро |
| 2. room | b/ поднимать, повышать |
| 3. inaccessibility | c/ расширять |
| 4. capacity | d/ вмещать, размещать |
| 5. box | e/ болельщик |
| 6. to add | f/ место, пространство |
| 7. to complete | g/ ложа, кабина |
| 8. to retrofit | h/ недоступность |
| 9. site | i/ добавлять |
| 10. to raise | j/ вместимость |
| 11. fan | k/ заканчивать, завершать |
| 12. to expand | l/ место, участок |
Ex. 3: Translate the following phrases from the text and use them in the translation below:
two out of four, locker room, existing facilities, to create, to add, seismically upgraded, existing infrastructure, fan, to be expanded, to be raised, athletic complex, painted in blue, to be retrofitted, to be sold out, to do sports, to be in the waiting list, to renovate.
1. Здание будет сейсмоустойчивым
2. Чтобы создать дополнительные посадочные места, стены здания будут расширены, а крыша - приподнята.
3. Механическая и электротехническая системы будут выполнены в стиле «ретро»
4. По окончании реконструкции это сооружение будет вмещать 12 тысяч болельщиков.
5. Где находится раздевалка?
6. Две из четырех стен были окрашены синим цветом
7. Существующие помещения также будут реконструированы
8. 40-миллионный проект превратит старый спортзал в современный спортивный комплекс
9. Это создает новые возможности для занятий спортом и проведения соревнований
10. Билеты на все баскетбольные матчи всегда были распроданы, и тысячи болельщиков записывались в очередь, чтобы получить сезонный абонемент
11. Существующая инфраструктура будет реконструирована и приподнята
Ex. 4. Answer the following questions:
1. When was the old Harmon Gym built?
2. What was its capacity? Could it accommodate all the fans who wanted to see basketball games
3. What will it be transformed into?
4. What changes will be done inside the building?
5. What is the way to create additional seating?
6. What are the supposed advantages of the gym?
Text I-C
Across The Nation
(continued)
Part 4
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