College life 9785422203802

Citation preview

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ МУРМАНСКИЙ АРКТИЧЕСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Е.Н. Квасюк, О.В. Саватеева

COLLEGE LIFE

МУРМАНСК 2019

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ МУРМАНСКИЙ АРКТИЧЕСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Е.Н. Квасюк, О.В. Саватеева

COLLEGE LIFE Учебное пособие Рекомендовано учебно-методическим советом университета в качестве учебного пособия по направлениям подготовки бакалавриата 45.03.02 «Лингвистика: Перевод и переводоведение», 44.03.05 «Педагогическое образование: Иностранный язык. Второй иностранный язык»

МУРМАНСК 2019 1

УДК 811.111(075.8) ББК 81.2Англ-923 К32 Печатается по решению Совета по научно-исследовательской работе и редакционно-издательской деятельности Мурманского арктического государственного университета Рекомендовано учебно-методическим советом МАГУ к использованию в учебном процессе (протокол № 5 от 06.07.2018) Авторы:

Е. Н. Квасюк, кандидат педагогических наук, доцент кафедры иностранных языков МАГУ; О. В. Саватеева, кандидат философских наук, доцент кафедры иностранных языков МАГУ

Рецензенты: О. В. Путистина, кандидат педагогических наук, доцент кафедры иностранных языков МАГУ; Т. П. Волкова, кандидат педагогических наук, доцент, заведующая кафедрой иностранных языков МГТУ (протокол № 8 от 23.04.2018)

Квасюк Е. Н. College life : учебное пособие / Е. Н. Квасюк, О. В. Саватеева. – Мурманск : МАГУ, 2019. – 99 с. Данное учебное пособие предназначено для студентов, обучающихся по направлениям 45.03.02 «Лингвистика. Перевод и переводоведение», 44.03.05 «Педагогическое образование. Иностранный язык». Целью пособия, наряду с усвоением и отработкой лексического материала по теме «Студенческая жизнь», является приобретение и автоматизация навыков перевода, а также тренировка и расширение объёма оперативной и безассоциативной памяти. Печатается в авторской редакции.

Квасюк Е. Н., Саватеева О. В., 2019

ISBN 978-5-4222-0380-2

ФГБОУ ВО «Мурманский арктический государственный университет», 2019 2

ОГЛАВЛЕНИЕ ПРЕДИСЛОВИЕ……………………………………………………………………………..……… 4 I. COLLEGE LIFE. LANGUAGE FOCUS………………………………………….……

6

II. THE MERRY-G0-ROUND OF COLLEGE LIGE………………………………..… 26 III. RUTH AT COLLEGE………………………………………………………………………… 28 IV. LIVE AND LEARN…………………………………………………………………….……… 56 ADDITIONAL READING…………………………………………………………………..…… 66 TEST YOURSELF……………………………………………………………………………..…… 79 EXAM PRERATION…………………………………………………………………………...…… 82 APPENDIX…………………………………………………………………………………….………… 85 TOPICAL VOCABULARY……………………………………………………………………… 91 СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ И ИНТЕРНЕТ-РЕСУРСОВ………………………………………………………………...…… 99

3

ПРЕДИСЛОВИЕ Учебное пособие “College life” ориентировано на бакалавров 1 курса, обучающихся по направлениям 45.03.02 «Лингвистика: Перевод и переводоведение» и 44.03.05 «Педагогическое образование: Иностранный язык. Второй иностранный язык». Данное учебное пособие предназначено для использования на практических занятиях по дисциплине «Практический курс английского языка: устная практика» при изучении темы “College life”. В ходе изучения данной темы предполагается текущий контроль выполнения студентами заданий для самостоятельной работы и промежуточный контроль в форме теста, представленного в заключительном разделе пособия. Формы контроля обозначены в рабочей программе дисциплины «Практический курс английского языка: устная практика». Результаты текущего контроля учитываются при выставлении баллов в рейтинге и экзамена по дисциплине. Основная цель учебного пособия – формирование профессиональной иноязычной компетенции будущих специалистов в области иностранного языка, лингвистики и межкультурной коммуникации. Представленная в пособии система упражнений и коммуникативных заданий позволяет решить следующие задачи: формирование лексических навыков по теме “College life”; формирование и автоматизация навыков перевода; тренировка и расширение объёма оперативной и безассоциативной памяти; развитие дискутивных умений на английском языке; выработка навыка мгновенного анализа воспринимаемой на слух информации. В ходе изучения темы “College life” отрабатываются следующие компетенции: общекультурные компетенции: овладение навыками социальной и межкультурной коммуникации на английском языке; овладение культурой мышления, устной и письменной речи на английском языке; профессиональные компетенции: овладение фонетическими, лексическими и грамматическими навыками, необходимыми для общения на тему “House and home”; овладение основными дискурсивными способами реализации целей при обсуждении проблемных вопросов; овладение умениями работать с электронными ресурсами печатными изданиями для поиска, обработки и анализа информации с целью решения лингвистических и коммуникативных задач. 4

Структурно учебное пособие состоит из 4 разделов: “COLLEGE LIFE. Language focus”, “THE MERRY-G0-ROUND OF COLLEGE LIGE”, “RUTH AT COLLEGE”, “LIVE AND LEARN”. В вводной части пособия представлены блоки ‘Education. Study and learning. Practice’, дополненные системой упражнений для отработки лексических единиц по теме. Также пособие содержит разделы, направленные на развитие навыков письменной речи и аудирования, и блок творческих заданий. Важной особенностью данного пособия является включение упражнений для перевода и переключения с одного языка на другой. Проверочный тест в конце пособия поможет учащимся проверить полученные знания и тематическую лексику. Учебное пособие может также использоваться в качестве дополнения к любому традиционному учебнику для работы на уроках английского языка и элективных курсах в старших классах гимназий и средних общеобразовательных учреждений. Данное учебное пособие может показаться интересным и полезным не только преподавателям и студентам вуза, но и всем лицам, изучающим английский язык.

5

I. COLLEGE LIFE. LANGUAGE FOCUS 1. Education A. Stages in a person’s education Here are some names that are used to describe the different types of education in Britain play-school pre-school mostly play with nursery school (2–5 years old) some early learning infant school junior school

primary (5/6 – 12/13)

basic reading, writing, arithmetic, art, etc.

comprehensive school or grammar school

secondary (12/13 – 16/18)

wide range of subjects in arts and sciences and technical areas

college or polytechnic or university

further/higher (18+)

degrees/diplomas in specialised academic areas

Note: Comprehensive schools in the UK are for all abilities, but grammar schools are usually by competitive entry. Public schools in the UK are very famous private schools. Polytechnics are similar to universities, but the courses tend to be more practically-oriented. Colleges include teacher-training colleges, technical colleges and general colleges of further education. B. Exams and qualifications

take/do/sit/resit an exam pass/do well in an exam

fail/do badly in an exam

Before an exam it’s a good idea to revise for it. If you skip classes/lectures, you’ll probably do badly in the exam. Same schools give pupils tests every week or month to see if they are making progress. The school-leaving exams are held in May/June. In some schools, colleges and universities, instead of tests and exams there is a continuous assessment, with marks, e.g. 65%, or grades, e.g. A, B+, for essays and projects during the term. If you pass your university exams, you graduate (get a degree), then you’re a graduate. 6

C. Talking about education Asking somebody about their country’s education system. What age do children start school at? What’s the school-leaving age? Are there evening classes for adults? Do you have state and private universities? Do students get grants for further education? Note: A professor is a senior university academic, not an ordinary teacher. University and college teachers are usually called lectures or tutors. Exercises 1. Make a table for the various stages and types of education in your country. How does it compare with the UK system and with the system in other countries that you know of? Is it possible to find satisfactory English translations for all the different aspects of education in your country? 2. Fill the gaps in this life story of a British woman. At 5, Nelly Dawes went straight to _____ (1) school, because there were very few _____ (2) schools for younger children in those days. When she was ready to go on to secondary school, she passed an exam and so got into her local _____ (3) school. Nowadays her own children don’t do that exam, since most children go to a _____ (4) school. She left school at 16 and did not go on to _____ (5) education, but she goes to _____ (6) once a week to learn French. She would like to take up her education again more seriously, if she could get a _____ (7) or scholarship from the government. Her ambition is to go to _____ (8) and become a school-teacher. 3. Correct the mis-collocations in these sentences. 1. I can’t come out. I’m studying. I’m passing an examination tomorrow. 2. Congratulations! I hear you succeeded your examination! 3. You can study a lot of different careers at this university. 4. I got some good notes in my continuous assessment this term. 5. She’s a professor in a primary school. 6. He gave an interesting 45-minute conference on Goethe. 7. She got a degree in personnel management from a private college. 4. What questions could you ask to get these answers? 1. No, they have to finance their own studies. 2. There isn’t much difference; it’s just that the courses are more practical in a polytechnic instead of being very academic. 3. Well, they learn one or two things, like recognising a few numbers, but most of the time they play around. 7

4. Because I wanted to be a teacher, no other reason. 5. It’s sixteen, but a lot of kids stay on until eighteen. 6. Well, I’ve been up all night revising for an exam. 7. No, ours are given in grades, you know, B+, A, that sort of thing. 8. No, I was ill. I didn’t miss it deliberately.

2. Study and learning A. Alternatives to do and get. You can improve your written style by using alternative collocations instead of do and get. expressions with do/get Do an exam Do research, do a research project

Do a course Do a degree/diploma Do a subject (e.g. law) Do an essay/assignment Do a lecture/talk get a degree/diploma Get a grade Get a qualification Get an education

alternatives I have to sit/take an exam in biology at the end of the term. Our class carried out/conducted a research project into the history of our school. I decided to enroll on/take a course in computer programming. She studied for/took a degree in engineering. I studied/took history and economics in high school. All students have to write an essay/assignment at the end of the term. Professor Parkinson gave a lecture on the American Civil War. He obtained/was awarded a diploma in Town Planning in 1998. Her essay received/was given an A-grade. You will need to obtain/acquire a qualification in a social work. The country is poor; only 27% of children receive a basic education.

B. Look at these conversations between a teacher and students. Note how the teacher uses more formal collocations to repeat what each student says. Student: Do we have to go to all the lectures to do the course or just ours? Teacher: You must attend all the lectures to complete the course. Student: Teacher: Student:

Excuse me. Where will next week’s class be? In this room? No. Next week’s class will be held in Room 405. When do we have to give you our essays? 8

Teacher:

You have to hand in your essays on Friday.

Student: Teacher:

When do we have to send in our university applications? You have to submit your application by December 1st.

Student: Teacher: College

What do I have to do if I want to leave the course? If you want to withdraw from the course, you have to go to the Office.

C. More collocations connected with study and learning. Do you keep a vocabulary notebook? It’s a good way of recording new collocations. I did the first draft of my essay last week and the final draft this week. I have to hand it tomorrow. Then the teacher gives us feedback after about a week. We don’t have exams at my school. We have continuous assessment. The local technical college provides training for young people in a variety of professions. After secondary school, 30% of the population go on to higher/tertiary education, and 20% of adults do some sort of further education course during their lives. Does your government recognise foreign qualifications for school teachers? Exercises 1. Replace all the uses of do or get in this paragraph with more interesting words. I have three daughters. The oldest one did a degree in economics at Birmingham University. She got her bachelor’s degree last year and is now doing some research on taxation laws in different countries. The second one is doing a course at Newcastle University. She’s doing history. She loves it, though she says she has to do far too many assignments. My youngest daughter is still at school. She’s doing her school-leaving exams in the summer. She’ll go to university next year if she gets good enough grades in her exams. She wants to do sociology and then get a social work qualification. My daughters are all getting a much better education than I ever had. 2. Complete the questions. 1. What homework do we have to ____ tonight? 2. In which month do students usually ____ their final exams in your country? 3. Who do we have to _____ our essays in to? 4. Who is _____ today’s lecture on Shakespeare? 5. What do we need to do if we want to _____ from the course? 6. In which room is the translation class going to be _____? 7. Have you done the first _____ of your essays yet? 9

8. Do you prefer exams or continuous _____? 9. Do you always _____ to all your lectures? 10. Does the college _____ training in computer skills? 3. Choose the correct collocations. 1. I’m happy to say that you have all sat/taken/passed your maths test. 2. Will the teacher give/provide/make us some feedback on our essays? 3. The university agrees/recognizes/takes the school-leaving exams of most other countries. 4. It isn’t compulsory to assist/attend/listen all the lectures at this university. 5. How long will it take you to complete/carry out/fulfil your degree? 6. You must submit/send/write your application in before the end of June. 7. Several students have decided to withdraw/go/leave the course this year. 8. I want you all to write/hold/keep a vocabulary notebook. 4. Work in pairs. Answer these questions about education. 1. At what age do children in your country sit their final school exams? 2. How long does it take in your country to do a degree in medicine? 3. Give one advantage you think continuous assessment has over traditional exams. 4. What sort of feedback might a teacher give a student who has given a presentation in class? 5. Give one advantage for a learner of English of doing homework. 6. What advice about keeping a vocabulary notebook would you give to someone starting to learn English? 7. What is the difference between further education and higher or tertiary education? 8. What would you expect to be the difference between the first draft of an essay and the final draft?

3. Practice 1. Types of schools. Complete the sentences with appropriate words. The first letter has been given. 1. My granddad was sent to a b___ school at the age of nine. He hated leaving home. 2. My little brother’s just four years old. He goes to n____ school. 3. Joe’s parents have decided to send him to an i___ school as they are critical of state education. Now they have to pay school fees. 4. If you want to train to be a mechanic, go to a v____ school. 5. In some systems, there’s a m___ or j___ h___ school between primary and high school.

10

2. The education system. Match the sentence beginnings and endings. 1. Education is compulsory. 2. The school year. 3. There’s a syllabus for every subject. 4. Some subjects are optional. 5. In most schools. 6. At the end of secondary school. a) is divided into terms; b) students take external exams and receive a certificate; c) there are also extra-curricular activities; d) until the age of eighteen; e) which means you don’t have to take them; f) which says what teachers are supposed to teach. 3. School subjects and school work. Match the subjects to the homework set in each of them. 1. Economics a. Write up today’s experiment. b. Read the source texts related to the Industrial Revolu2. English Literature tion. 3. History c. Solve equations 1–5 from page 43. d. Write an essay on colour symbolism in the novel The 4. Maths Great Gatsby. 5. Science e. Analyse the graph showing real estate prices in the USA from 2007 to 2010. 4. Assessment and examinations. Choose the two words which can complete each sentence. 1. Robert took / passed / did the driving test last week, but he failed it. 2. How many points did you score / get / achieve in the French test? 3. Julia failed the history exam, so she’ll have to repeat / retake / resit it next month. 4. Exam results will come out / be announced / appear next week. 5. Matura is a(n) external/internal / school-leaving exam. 5. Complete the sentences with the words from the box. entrance

flunked

mark

mock

papers

past

set

We’re going to have (1) _____ exams soon to check how well we’re prepared for the real ones. We’ve been going over a lot of (2) _____ papers this week to practice. Everyone remembers how last year our History teacher (3) _____ an exam which was so difficult that 75 per cent of the class (4) _____ it. Mind you, the teachers are going to have a hard time too: they’ll have to (5) _____ dozens 11

of exam (6) _____ . Personally, I don’t like exams. And I really hate the thought of having to take (7) _____exams to college. 6. At university. In what order do these things happen? The first and last one have been numbered for you. How To BECOME A DISTINGUISHED ACADEMIC A. At the end of the first term, you write a brilliant term paper and get outstanding grades. _ B. You become a university lecturer and continue publishing research papers. 10 C. At the end of the first academic year, you have the highest grade-point average in your year. You get a scholarship. _ D. You continue your research and do a PhD. _ E. You decide to do a postgraduate course. _ F. You get a place at university. You are now an undergraduate. A rich uncle agrees to pay your university fees. _ G. You get an MA or MSc. _ H. You graduate. You get your first degree. You are now a BA or BSc. _ I. You apply to a university. 1 J. Your PhD thesis gets published in an academic journal. _ 7. Phrasal verbs. Complete the text with the correct prepositions. Dear Grace, I’m in so much trouble! I always used to do reasonably well at school. My reports generally said ‘well done, keep (1) ____ the good work … until last term I was (2) ____ school for two months because of a serious illness. When I returned, I tried to catch (3) ____ with the rest of the class, but I had fallen (4) ____ so badly that it was really difficult. I felt discouraged and often couldn’t get (5) ____ to work in the evening. I started handing (6) ____ homework late or not at all. I’ve also got concentration problems: I find it difficult to pay attention and note (7) ____ what the teachers are saying in class. And, if truth be told, I started to skip lessons because I feel so bad at school. I’m terrified. I don’t want to be one of those kids who drop (8) ____ of school at fifteen and never get an education! Please help me – what should I do? Chloe 8. Word building. Complete the text with words formed from the words in brackets. When I was eight years old, my primary school teacher told my parents I had learning (1) ___ (DIFFICULT). My reading was slow and I found it hard to (2) ___ (MEMORY) things. My mum took me to an educational (3) ___ (PSY12

CHOLOGY). That woman changed my life. She gave me a lot of tests to measure my (4) ___ (ABLE) in different areas. She showed me pictures and played music to me. Then she told my mother I was slightly (5) ___ (DYSLEXIA). She said I might not achieve outstanding (6) ___ (ACADEMY) results, but I was (7) ___ (GIFT) and talented in other ways. She said I couldn’t do standard tests and the school should use other, pupil-friendly forms of (8) ___ (ASSESS). Finally, she suggested sending me to dance and drama classes to let me develop (9) ___ (ARTISTIC). Now I’m twenty-five and I’m a professional dancer. I always think with gratitude of the specialist who believed (10) ___ (CREATE) was no less important than literacy. 9. Listening. Track 1 (Exam Accelerator. Longman, Unit 3) Do you know any stories of famous people who did badly at school or at college? Tell them to the class. You are going to hear people talking about famous individuals who did badly at school and in exams. What do you think they might say about the following? • the syllabus • report cards • exams • dyslexia • dropping out of college • class sizes You’re going to hear a radio programme about famous people who got poor exam results. Match speakers 1–4 to statements A–E. There is one extra statement that you do not need. A. People with certain learning difficulties find certain types of exam tasks difficult. B. Talented people may not be interested in what is taught at school. C. Teachers do not give personal attention to unusual students. D. Pupils with problems could be helped more effectively if classes were not so large. E. Original thinking does not help you to do well in exams. 1___ 2___ 3___ 4___ How far do you agree with the following ideas expressed by the speakers? Discuss your views in pairs or small groups. Gifted people get poor exam results because they’re bored by what’s in the syllabus. Most exams only measure the ability to memorise and repeat information and they don’t suit people with original ideas. In order to give students more personal attention, we need smaller class sizes. Some exams are unfair to dyslexics.

13

10. You are going to read about an unusual school. The following ideas come from the text. In pairs, try to guess what role they might play in the school. • trapped in a cloud of bubbles; • flying off; • creating school buildings; • a Japanese Zen garden; • experiments with giant pendulums. Read the text and complete gaps 1–6 with sentences A–G. There is one extra sentence that you do not need to use. a) and learn how to build their confidence by leading discussions; b) whenever you want; c) before introducing them to the real world; d) in which more than five million players worldwide create a virtual society; e) what they are trying out in the virtual world today; f) when you don’t have facial expressions to help you; g) without waiting for permission. Would you like to take part in the Schome project? Which elements appeal to you? Which don’t? Why? I Why not? Complete these questions with verbs from the text in the correct form. Then discuss them in pairs. 1. Do you think it’s important to _____ the established rules? Why / Why not? 2. What sort of experiences and activities can _____ your confidence? 3. What was the most impressive experiment you’ve ever _____ in a science lesson? 4. For you, what is the most comfortable environment in which you can _____ through problems? * Language culture The Open University is a distance learning university funded and run by the UK government. Its aim is to provide access to higher education to people who cannot attend a traditional university. About seventy per cent of the students are adults in full employment; others include people who are disabled, in prison, abroad or looking after family members. The OU follows an open entry policy, which means no previous academic achievements are required for entry to most undergraduate courses. Since its foundation in 1969 (the first students enrolled in 1971), over three million students have taken OU courses. A second look at school life The first day at a new school is never easy. You’re wearing new clothes but you’re not sure if the astronaut helmet matches your kilt. Your teacher hov14

ers above the floor, waiting for the final stragglers to arrive. A missing classmate eventually turns up twenty minutes late: she’d been trapped in a cloud of bubbles. Welcome to school life – in Second Life. Second Life – the online 3D computer game (1) ____ is being used to teach teenage pupils as part of “Schome’: a project set up by Peter Twining, director of the centre for curriculum and teaching studies at the Open University. The main aims of Schome (School – Home) are to overcome the problems within the current education system and to develop a better way of learning for the 21st century. Initially, Dr Twining and his colleagues spent six months trying to get young people to suggest creative ideas for new education systems, but the results were disappointing. Then they realised that the virtual world of Second Life offers a better way to test new designs and ideas (2) ____. In a traditional classroom, everyone knows what the rules are, what the teachers and pupils are supposed to do. But in a school in a virtual world you can challenge the established rules, and students can control what they do in a way that would be too expensive or difficult in reality. Schome Park is a private island in Teen Second Life, which is restricted to those under the age of eighteen. In a conventional workshop the kids turn up and wait to be told what to do; but in workshops in Schome Park, the kids might come in, stay for a while to see if they’re interested in the subject, and if not, fly off (3) ____. They’re not just skipping lessons, they’re busy: creating school buildings and scripting scenarios for other workshops and activities. As a result, the classes are quite unusual: Archaeology classes which take place on a recreation of Hadrian’s Wall (117-kilometre fortification built by the Romans in what is now the north of England), Physics experiments to calculate the value of gravity within Second Life, and Philosophy seminars set in a Japanese Zen garden . In Schome Park nobody knows who you really are. You can change the appearance of your avatar – the character you play in the world (4) ____. This anonymity means that the students are less worried about making mistakes and so feel free to be more creative, and this, in turn, builds their confidence. ‘I have never met any of these children in real life; says Dr Twining. ‘All I know is their avatar. My guess is those children are projecting themselves as something they’re really not. And that’s very liberating.’ Reaction from the pupils has been overwhelmingly positive. They have discovered that learning isn’t just a teacher talking at a class; that clear communication is vital (5) _____; and that teamwork is essential. They can also run experiments that in real life would be impossible, for example with giant pendulums. One SParker wrote ‘Everyone has their own ideas and contributions and Schome Park allows everyone to make these contributions with confidence. Scripting and building both encourage you to think through problems and to try new ways of doing things.’

15

And that is just what Schome is: a new way of testing ideas for a new type of education. And (6) ____ may well be what we’ll all be doing in the real world tomorrow. 11. Have you ever heard of homeschooling or home education? In small groups try to recall everything you know about it. Then read the text. Does the idea appeal to you? Read the text below and choose the correct answers. 1. A reading B) on reading C) to read D) while reading

2. A design B) to design C) designing D) the design

3. A not send B) not sending C) of not sending D) not to send

4. A were able to B) were capable to C) were capable of D) could

5. A will a homeschooler study B) a homeschooler will study C) a homeschooler does study D) does a homeschooler

6. A opportunity B) necessity C) ability D) way

A day in the life of a homeschooler ON A FARM IN WEST VIRGINIA ABIGAIL, 13, and her brother Ethan, 15, have just got up. They’re feeding their horses. After breakfast they’ll go bird-watching. They’ll then write down their observations in their journals and spend the rest of the morning (1) _____ the books they’ve chosen this month: Macbeth (Abigail) and Catch 22 (Ethan). After lunch, Abigail is going to work on her painting of Lady Macbeth and Ethan will carry on (2) _____ a new web site for their riding club. Abigail and Ethan aren’t on holiday. They belong to the steadily growing group of children and teenagers who are being educated at home, or homeschooled. Their mother recalls how their family made the decision (3) _____ the children to school: ‘After checking out the schools in our area, my husband and I became convinced that we (4) _____ teaching Abby and Ethan better than any of them. We believed that with an individual approach, our children would have a chance to excel at their best subjects and receive enough help in the weaker areas. Once we tried, we discovered it was even better than we’d expected. It’s thrilling to be able to witness and guide your child’s development.’ Who decides what (5) _____? Some families follow the same curriculum as a school would, and use the same books. Others choose materials that fit their needs from the wide range provided by homeschooling organisations. Some create their own curriculum. 16

Many homeschooling families join together in ‘homeschool co-ops’. They organise some lessons together especially those which require expensive resources; but most importantly, co-ops give children The (6) _____ to socialise and make friends. 12. Listening. Track 2 (Listening Extra Unit 13.3)

No more school! 1. Work in groups of three/four and discuss what is Home schooling. Why would parents choose to educate their children at home? Work our the advantages and disadvantages of home schooling. 2. You are going to listen to two parents talk about their decision to educate their child, Simon, at home. You should listen to see if you hear any of your ideas. 3. Now you will hear Simon give his opinion of home schooling. Look at the worksheet and complete the answers. 1. What didn’t Simon’s parents like about the local schools?

2. Which organization helped Simon’s parents establish their home schooling programme? 3. In what ways do Simon’s parents say his character has changed? a____________ b____________ c____________ 4. Find six advantages of home schooling Simon mentions. 5. Answer true (T) or false (F) for the following statements. a. Simon was happy when his parents told him they were going to educate him at home. b. Other children envy Simon when he says he doesn’t go to school. c. Simon’s parents are very religious. 6. Tick ( ) which of these adjectives you think can be inferred from the passage. Simon’s parents are… controlling__ ambitious__ caring__ protective__ selfish__ Simon is… trusting__ disadvantaged__ lonely__ fortunate__ hard-working__

17

13. What is education for? 1. Work in pairs and discuss the following: What are or were your favourite school subjects? What is or was the most useful part of their education? What would you like to change about your education if you could? 2. Experts in education have many different ideas about what education is. Look at the definitions and discuss them in pairs. Which do you agree with most and why? 3. Look at the three adverts and match them with the definitions. 4. All three schools are for students aged 16 to 18. Think what subjects would probably be taught at each place. Compare the schools and discuss which you would prefer to attend and why. 5. You are going to be school head teachers. Choose together two of the schools to manage. Plan weekly timetable for the schools, include suitable subjects for each period, or choices of subject; free study periods, or periods when students can do research on a given choice of topics; project titles, a school trip to a suitable place, lesson times and lengths. Remember that after age 16 in the UK, no subjects are compulsory. Use your imagination to produce interesting and unusual timetables. 6. Work in groups of four and present the educational attitudes of the schools. Compare your ideas.

18

Complete the timetables Monday Tuesday

Wednesday

Thursday

Friday

Monday

Wednesday

Thursday

Friday

Tuesday

14. A preparation for life. 1. Work in pairs and discuss the following: What schools did you attend? What rules did you have at school? Were there any you wanted to change or add? Which ones seemed the strangest? Think of specific features of the school that might be useful or you would like to change. 2. You are going to read about real but unusual schools. Work in groups of three and read different texts. Tell each other about the school you read (type of school, type of students, daily routine or programme, unusual features, positive features, possible problems, most surprising features and why). 3. Discuss the following questions: What are the main similarities between the school? What is the most surprising feature and why? How do the schools compare with your own experiences? Which school do you think is likely to be the most successful an why? Which school would you like to have attended and why? Text A Sands School, in the town of Ashburton, is a day school for children aged 10 to 18. It is based on the value of school equality between students and staff, and has few rules. Sands believes that the well-being of a child is more important than academic success. It offers a variety of lessons and activities for students to choose from, and free time for children to follow their own interests. Classes are small and based on the individual needs of each child. The timetable is fixed, but democratically decided, and students are expected to attend. The weekly school meeting is at the centre of the Sands is organized. It makes all the decisions that affect the school, including rules, the timetable and 19

accepting or rejecting new students and teachers. Participating in these meetings gives the children an understanding of democratic decision-making, and helps them develop their skills of argument and persuasion. The most important advantage of the school meeting is that it shows the children that the school is really theirs. They have the right to decide on changes, and the schools success or failure depends on their decisions and their behavior. Sands employs no cooking or cleaning staff; these jobs are done by the students and teachers. Decorating and simple repairs are also done by the students. There are three reasons for doing this. Firstly, it saves money, so that school fees can be kept as low as possible. Secondly, it gives people the opportunity to learn practical skills in a practical way that is more memorable than a lesson. Finally, the school feels that it is wrong to encourage the idea that there is a social group or level of people in society whose job is to serve. For the school to truly belong to those who it, they must take responsibility for its maintenance. Text B Brockwood Park School is a boarding school set in beautiful English countryside for students aged 14 to 20. It was founded by the philosopher and educator Jiddu Krishnamurti (1895–1986) in 1969. The intentions of the school include giving students an appreciation of the natural world, out place in it and responsibility for it. It also encourages students to explore freedom and responsibility in relationship to other people in society. Physical, psychological and spiritual health are among its aims. Each school day begins before breakfast at 7.45 am with the morning meeting. All students and staff sit quietly together for ten minutes to encourage self-reflection. Sometimes someone plays music or reads a poem. The intention of morning meeting is to begin the day quietly together. Everyone is required to attend.The day end at 9.30 pm, and students should be in their rooms at 10.00 pm. Having a maximum of 60 students gives the school a relaxed family feeling. It has a number of ‘Agreements’, which are similar to rules, but reviewed every day by staff and students and can change. Students also help with the dayto-day decision-making, and everyone assists in the care of the grounds and buildings, and with other small jobs like washing the dishes after meals. One Agreement is that all staff and students are vegetarian, and a great deal of attention is given to preparing meals. Many ingredients are grown in the school’s large vegetable garden, which students help care for. Another Agreement is that students must follow a balanced educational programme which they and the school consider reasonable. Students cooperate with teachers in planning their individualized study programmes, where environmental education, human development, visual and performing arts are equally as important as maths, sciences and languages. There are classes every morn20

ing and afternoon, and in the early evenings there are also classes, meetings and other activities. Text C Albany Free School is based on freedom and democratic principles, with students and staff taking decisions together at weekly meeting. But unlike many similar schools, this one is also open to children of the poor. It has children aged 2 to 14, and nobody is rejected for financial reasons. It is located in a racially and socio-economically mixed neighbourhood of central New York. About half of the children come from the inner city, a quarter from richer neighbourhoods, and the remainder from surrounding suburbs and towns. Approximately 80 per cent of them are poor enough to qualify for free or reduced price breakfast and lunch. In some ways Albany Free School is like a normal school with books, computers and other equipment. Some rooms even have blackboards and desks. In other ways it is very different. There are no tests either. External rewards or threats are less motivating than an inner desire to learn. There is generally more noise than quiet, with children moving around constantly and playing freely. Learning certainly happens at Albany Free School, but differently. Daily maths and reading classes are provided for those who want them, but there is no typical day at the school. Every develops according to any number of influences, from spontaneous ideas for activities or outings to world events. There are ongoing projects too, often in the surrounding city or doing work for charity organizations. The school runs a small farm on the block, where students learn the basics of working with animals and growing flowers, herbs and vegetables. Older students take part in a wide ranging training programme, working with actors, magicians, chefs, carpenters, midwives, lawyers, vets, archeologists, computer programmers and even pilots. 15. Schools in Britain. Every parent wants to send their child to the best school. But which schools are best – private schools or state schools? State schools are free; government pays for everyone. Public schools are private and parents pay; public schools spend four times more on each pupil than state schools but they are very expensive. DO PUBLIC AND STATE SCHOOLS TEACH THE SAME THING? Public schools have similar subjects to state schools and pupils take the same exams. Public schools don’t have to follow the National Curriculum. WHAT IS A BOARDING SCHOOL? Pupils live there and go home in the holidays. Most public schools are boarding schools but there are private day schools too.

21

WHICH IS BETTER: PRIVATE OR STATE? BECKY I go to a state school but I’ll send my kids to a boarding school because I plan to have a career. They can have a social life and do school work in the same place. ROB Private schools are better because there are so activities. In my school there is a cadet force (a junior military training group), film studies and drama classes. Students are more likely to go to a good university. HELENA You get more attention at a private school but state schools are better because you learn to mix with different people. Also most state schools are mixed (boys and girls) and it’s good to be with boys and girls. THOMAS Public schools get better exam results. The people who go there are not just from rich families. My friend’s parents work hard to pay for him to go to public school to give him better chances in life.

HARRIET Just because public schools have more money doesn’t mean that the pupils are more intelligent. There are drug problems in public schools as well as in state schools. You can find out more about English schools on the Internet on www.britishcouncil.org/education/system/index.htm Public Versus Private 1. Read what the five teenagers say about public and state schools and match the descriptions to the names. If you think they prefer public schools, put a ‘P’ in the box. If they prefer state schools, put an ‘S’. A. ... thinks that public schools are good because the pupils work much harder. Some poor people work hard to earn enough money to send their children to public schools. ____ B. ... thinks public schools are good for parents who have busy jobs. Pupils in public schools have a good time with lots of friends and also do a lot of school work too. ____ 22

C. ... believes that both kinds of school have similar problems. It is wrong to say that money and intelligence go together. Pupils in public schools have a lot of privileges and advantages. ____ D. ... prefers mixed schools with boys and girls and schools where people come from different backgrounds and families. This is more like the real world. ____ E. ... is a great fan of public schools because there are so many activities and the academic results are better and pupils have a better chance when they want to go to one of the good universities. He doesn’t have a problem with money! ____ Becky is someone who... Rob is someone who... Helena is someone who... Thomas is someone who... Harriet is someone who... 2. Now finish these statements about public schools and state schools with phrases from the list below. State schools are schools that… Public schools are schools that… a) have many extra activities; b) have to follow the National Curriculum; c) usually have mixed classes of boys and girls; d) are free; e) cost a lot of money; f) get good results because they have small classes; g) give pupils military training.

23

16. The Cool School. 1. Lead-in. What is a ‘cool school’? Discuss this question with your partner. Which subjects would they study at school if they had the choice? Make a list. 2. Work in pairs to complete activity Vocabulary crossword.

3. Reading for gist. As you read compare your lists with the subjects students can study at the Brit School. Are the lists similar or very different? The Cool School Love arts? Fanatical about film? Mad about music? The Brit school just outside London in the UK is a place where lots of kids fulfil their greatest dreams.

If you want fame When people ask you what you want to be in the future, they seem pleased if you say ‘a doctor’ or ‘financial consultant’. But if you say ‘an actor’ or ‘a dancer’ or ‘a DJ’ they often laugh and say ‘no chance!’ The Brit School takes such ambitions seriously: everything is done to make sure talented kids fully explore their passion for the creative arts. What you study there The Brit School centres its studies on the performing arts. Singing, dancing, acting, music, theatre, TV and film production are all on the curriculum, as well as academic subjects like Maths and English. The staff stress the importance of continuing academic studies. Students enter the school when they are 14 and 16. There is a strict selection process because there is a lot of competition for each place. Entrants at 14 have an interview, and at 16 there is also an 24

audition. The procedure is tough because the school is Britain’s only non feepaying entertainment school. Different from ordinary school The main thing that makes the Brit School like other schools is that it takes academic study seriously. But in other ways, the atmosphere could not be more different. The teachers are called ‘guides’ and speak to the kids in a more informal way than many are used to. There are no uniforms and no bell at the end of the lesson. The school also makes sure that no one lives more than an hour away from the school so they don’t get too tired. This is important because having lessons in radio production, theatre and video-recording as well as regular lessons is very hard work. The terms are eight weeks long, with 2-week breaks in between and only four weeks in the summer, so it involves much more attendance than an ordinary school. How the kids feel about it Everyone who goes there is incredibly enthusiastic about it. Even though the school’s curriculum and hours make it very demanding for them, they don’t mind. Monique, 18, said she found it a bit strange at first because it was so unlike her old school. “Everyone seems so creative here so I don’t stand out much. Everyone’s an individual, independent and single-minded and we don’t all wear the same sort of clothes”. Most of the students are outgoing, and shy students say that being there makes them more confident. Website: http://www.brit.croydon.sch.uk 4. Reading comprehension. Discuss the school with your partner. Do they think it is a ‘cool school’? Why/why not? What are the advantages and disadvantages of going to the Brit School? Would they like to go there? What careers does the Brit school prepare people for? Answer the questions: According to the text, are the following statements true or false? If you are younger than 14, you are too young to go to the Brit School. Everyone who wants to go to the Brit School has to have an audition. Parents have to pay to send their children to the Brit School. The students don’t have to study maths or English. The students have shorter holidays than students at ordinary schools. No one has to wear a uniform. Shy students at the school feel unhappy. 5. Follow-up activities. My ideal career (writing) Discuss your ambitions. What would their ideal careers be? What could they/their parents/their school do to help them achieve their ambitions? Write about your ideal job and how you hope to achieve it. 25

II. THE MERRY-G0-ROUND OF COLLEGE LIGE The merry-go-round of college life is something that one never forgets. It’s a fascinating, fantastic, fabulous experience, irrespective of the fact whether one is a full-time or a part-time student. Who can forget the first day at the university when one turns from an applicant who has passed entrance exams into a first-year student? I did it! I entered, I got in to the university! A solemn ceremony in front of the university building and serious people making speeches. Hey, lad, do you happen to know who they are? Who? The rector, vice-rectors, deans, subdeans... and what about those ladies? Heads of departments and senior lecturers? Okay. Some of them must be professors, some-associate or assistant professors, but, of course, all of them have high academic degrees. And where are our lecturer sand tutors? Oh, how nice... The monitors hand out student membership cards, student record books and library cards – one feels like a real person. First celebrations and then days of hard work. So many classes, so many new subjects to put on the timetable! The curriculum seems to be developed especially for geniuses. Lectures, seminars and tutorials. Home preparations; a real avalanche of homeworks. If one can not cope with the work load of college he or she immediately starts lagging behind. It is easier to keep pace with the programme than to catch up with it later. Everyone tries hard to be, or at least to look, diligent. First tests and examination sessions. The first successes and first failures: “I have passed!” or “He has not given me a pass!” Tears and smiles. And a long-awaited vacation. The merry-go-round runs faster. Assignments, written reproductions, compositions, synopses, papers. Translations checked up and marked. “Professor, I have never played truant, I had a good excuse for missing classes”. Works handed in and handed out. Reading up for exams. “No, professor, I have never cheated – no cribs. I just crammed”. Junior students become senior. Still all of them are one family – undergraduates. Students’ parties in the students’ club. Meeting people and parting with people. You know, Nora is going to be expelled and Dora is going to graduate with honours. Yearly essays, graduation dissertations, finals... What? A teacher’s certificate? You mean, I’ve got a degree in English? I am happy! It is over! It is over... Is it over? Oh, no... A postgraduate course, a thesis, an oral, and a degree in Philology. The first of September. Where are the students of the faculty of foreign languages? Is it the English department? Oh, how nice... 1. Say a few words about your university: say what it is called, speak about its faculties and their specializations. 26

2. Would you compare college life with a merry-go-round or with something else? 3. What do you think of the first months at the university? 4. They say that it is a poor soldier who does not want to become a general. Name the steps of the social ladder which a student must pass to climb up to the position of the rector. Use the words from the list below, placing one word on one step. Dean, assistant lecturer, head of department, vice-rector, associate professor, assistant professor, subdean, professor.

27

III. RUTH AT COLLEGE (Extract from the book by A. Brookner “A Start in Life”. Abridged) The main advantage of being at college was that she could work in the library until nine o’clock. She was now able to feed and clothe herself. She had, for the moment, no worries about money. In her own eyes she was rich, and it was known, how, she did not understand, that she was not on a grant1, did not share a flat with five others, did not live in a hall of residence, and took abundant baths, hot water being the one element of life at home. There was also the extreme pleasure of working in a real library, with access to the stacks. The greed for books was still with her, although sharing them with others was not as pleasant as taking them to the table and reading through her meals. But in the library she came as close to a sense of belonging as she was ever likely to encounter2. She was never happier than when taking notes, rather elaborate notes in different coloured ball-point pens, for the need to be doing something while reading, or with reading, was beginning to assert itself. Her essays, which she approached as many women approach a meeting with a potential lover, were well received. She was heartbroken when one came back with the words “I cannot read your writing” on the bottom. She bought herself a couple of pleated skirts, like those worn by Miss Parker (Ruth’s teacher at school); she bought cardigans and saddle shoes3 and thus found a style to which she would adhere for the rest other life. The days were not long enough. Ruth rose early, went out for a newspaper and some rolls, made coffee, and washed up, all before anybody was stirring. She was the neatest person in the house. As she opened the front door to leave, she could hear the others greeting the day from their beds with a variety of complaining noises, and escaped quickly before their blurred faces and slippered feet could spoil her morning. She was at one with the commuters at the bus stop4. There would be lectures until lunch time, tutorials in the afternoon. In the Common Room there was an electric kettle and she took to supplying the milk and sugar5. It was more of a home than home had been for a very long time. There was always someone to talk to after the seminar, and she would take a walk in the evening streets before sitting down for her meal in a sandwich bar at about six thirty. Then there was work in the library until nine, and she would reach home at about ten. ‘But don’t you ever go out?’ asked her friend Anthea. For she was surprised to find that she made friends easily. Needing a foil or acolyte for her flirtatious popularity, she had found her way to Ruth unerringly6; Ruth, needing the social protection of a glamorous friend, was grateful. Both were satisfied with the friendship although each was secretly bored by the other. Anthea’s conversation consisted either of triumphant reminiscences – how she had spurned this 28

one, accepted that one, how she had got the last pair of boots in Harrod’s sale, how she had shed five pounds in a fortnight – or recommendations beginning ‘Why don’t you?’ Why don’t you get rid of those ghastly skirts and buy yourself some trousers? You’re thin enough to wear them. Why don’t you have your hair properly cut? Why don’t you find a flat of your own? You can’t stay at home all your life. These questions would be followed rapidly by variants beginning ‘Why haven’t you?’ Found a flat, had your haircut, bought some trousers. It was as if her exigent temperament required immediate results. Her insistent yet curiously uneasy physical presence inspired conflicting feelings in Ruth7, who was not used to the idea that friends do not always please. By the end of the second year a restlessness came over Ruth, impelling her to spend most of the day walking. The work seemed to her too easy and she had already chosen the subject for her dissertation: “Vice and Virtue in Balzac’s Novels”. Balzac teaches the supreme effectiveness of bad behaviour, a matter which Ruth was beginning to perceive. The evenings in the library now oppressed her; she longed to break the silence. She seemed to have been eating the same food, tracing the’ same steps for far too long8. And she was lonely. Anthea, formally engaged to Brian, no longer needed her company. Why don’t you do your postgraduate work in America? I can’t see any future for you here, apart from the one you can see yourself. Ruth took some of Anthea’s advice, had her hair cut, won a scholarship from the British Council which entitled her to a year in France working on her thesis, and fell in love. Only the last fact mattered to her, although she would anxiously examine her hair to see if it made her look any better. Had she but known it, her looks were beside the point9; she was attractive enough for a clever woman, but it was principally as a clever woman that she was attractive. She remained in ignorance of this; for she believed herself to be dim and unworldly and had frequently been warned by Anthea to be on her guard. ‘Sometimes I wonder if you’re all there10,’said Anthea, striking her own brow in disbelief. She did this when Ruth confessed that she was in love with Richard Hirst, who had stopped her in the corridor to congratulate her on winning the scholarship and had insisted on taking her down to the refectory for lunch. Anthea’s gesture was prompted by the fact that Richard was a prize beyond the expectations of most women and certainly beyond those of Ruth11. He was one of those exceptionally beautiful men whose violent presence makes other men, however superior, look makeshift. Richard was famous on at least three counts12. He had the unblemished blond good looks of his Scandinavian mother; he was a resolute Christian; and he had an ulcer. Women who had had no success with him assumed that the ulcer was a result of the Christianity, for Richard, a psychologist by training, was a student counsellor13, and would devote three days a week to answering the telephone and persuading anxious undergraduates.

29

Then Richard would wing home to his parish and stay up for two whole nights answering the telephone to teenage dropouts14, battered wives, and alcoholics. There seemed to be no end to the amount of bad news he could absorb. Richard had been known to race off on his bicycle to the scene of a domestic drama and there wrestle with the conscience of an abusive husband, wife, mother, father, brother, sister. He was rarely at home. He rarely slept. He never seemed to eat. His ulcer was the concern of every woman he had ever met in his adult life. His dark golden hair streamed and his dark blue eyes were clear and obdurate as he pedalled off to the next crisis. Into Ruth’s dazed and grateful ear he spoke deprecatingly of his unmarried mothers and his battered wives. She thought him exemplary and regretted having no good works to report back15. The race for virtue, which she had always read about, was on. So Ruth took more of Anthea’s advice and found a flat for herself. Vocabulary Notes 1. ... and it was known, how, she did not understand, that she was not on a grant... – и она не понимала, откуда было известно, что стипендию она не получала. 2. But in the library she came as close to a sense of belonging as she was ever likely to encounter. – Но именно в библиотеке она, как нигде больше, ощущала себя на своём месте. 3. Saddle shoes – двухцветные кожаные туфли. 4. She was at one with the commuters at the bus stop. – Она вместе со всеми пассажирами стояла на автобусной остановке. 5. In the Common Room there was an electric kettle and she took to supplying the milk and sugar. – В общем зале был электрический чайник, и у неё появилась привычка приносить молоко и сахар. 6. Needing a foil or acolyte for her flirtatious popularity, she had found her way to Ruth unerringly ... – Ей нужна была тень, фон, на котором она, кокетливая и популярная девушка, была бы заметна, и её выбор безошибочно остановился на Рут... 7. Her insistent yet curiously uneasy physical presence inspired conflicting feelings in Ruth ... – Её постоянное, но до странности беспокойное физическое присутствие вызывало противоречивые чувства и было в тягость ... 8. She seemed to have been eating the same food, tracing the same steps for far too long. – Казалось, что она слишком долго занималась одним и тем же, слишком долго шла по накатанной дорожке. 9. Had she but known it, her looks were beside the point ... – Знала бы она, что то, как она выглядела, не имело никакого значения ... 30

10. Sometimes I wonder if you’re all there ... – Иногда я думаю, в своём ли ты уме ... 11. ... that Richard was a prize beyond the expectations of most women and certainly beyond those of Ruth. – ... что Ричард был слишком хорош для большинства женщин, и ух, конечно, слишком хорош для Рут. 12. ... on at least three counts – ... по крайней мере, по трём причинам ... 13. ... was a student counsellor – ... был куратором студентов ... (Прим.: куратор – советник, воспитатель) 14. ... to teenage dropouts ... – ... подросткам, бросившим школу ... 15. ... and regretted having no good works to report back. – ... и жалела, что в ответ она не может рассказать о чём-то хорошем, что она сделала. PHONETIC TEXT DRILLS Exercise 1 Transcribe and pronounce correctly the words from the text. Grant, to share, residence, access, to encounter, elaborate, ball-point pen, to assert, cardigan, blurred, commuter, foil, acolyte, flirtatious, unerringly, triumphant, reminiscence, ghastly, exigent, temperament, conflicting, dissertation, postgraduate, scholarship, thesis, ignorance, gesture, makeshift, unblemished, resolute, ulcer, psychologist, counsellor, abusive, battered, exemplary. Exercise 2 Pronounce the words and phrases where the following clusters occur. 1. plosive + w Could work, it was known, hot water, at one, satisfied with, that one, would wing, battered wives, good works. 2. plosive + 1 Able, pleasure, table, likely, couple, pleated, saddle, kettle, supplying, entitled, at least, good looks, blue. 3. plosive + r Extreme, approach, greeting, electric, streets, would reach, surprised, protection, grateful, trousers, streamed, presence, oppressed, break, tracing, principally, attractive, striking, brow, congratulate, prize,undergraduates, drama, brother, crisis. 4. plosive + plosive Bought cardigans, made coffee, front door, escaped quickly, would be, would take, had got, fact, refectory, would devote. Exercise 3 Comment on the phonetic phenomena in the following clusters. 1. Chosen the subject, did this, confessed that, all there, beyond those, assumed that the ulcer. 31

2. That she, greed for books, bought herself, could hear, blurred faces, slippered feet, asked her friend, found her way, had shed, had your hair, second year, don’t you. 3. Through, three. Exercise 4 Say what kind of false assimilation one should avoid in the following clusters. 1. Of being, of working, of belonging, of complaining, of triumphant, of boots, of his. 2. Was still, as taking, as close, as she, which she, like those, was stirring, was the neatest. Exercise 5 Transcribe the following words with negative prefixes. Uneasy, unerringly, disbelief, unblemished, unmarried. Comprehension Check 1. What was the main advantage of being at college? 2. Why did Ruth consider herself rich? 3. What did Ruth like about working in the library? 4. What did Ruth do while reading? 5. How did Ruth change her image? 6. When did Ruth leave for the university? 7. How did Ruth spend her day in the college? 8. Why did Ruth and Anthea become friends? 9. What sort of questions would Anthea ask? 10.What change took place at the end of the second year in Ruth? 11.What did Ruth do to find a new style of life? 12.When did Anthea say that she was not sure whether Ruth was all there? 13.What kind of gesture accompanied Anthea’s words and what did it imply? 14.What did Richard Hirst look like? 15.What kind of responsibilities did Richard have? 16.What kind of lifestyle did Richard have? 17.What did Richard speak of into Ruth’s ear? 18.What did Ruth think and do? EXERCISES Exercise 1 Find in the text words denoting: a short piece of writing on one particular subject that is written by a student;

32

a class, usually at college or university, where the teacher and the students discuss a particular topic or subject; a long essay that a student does as part of a degree; financial aid that the government gives to an individual or to an organisation for a particular purpose such as education, welfare, home, improvements; a student at a university or college who has not yet taken his or her first degree; a person who has a first degree from a university and who is doing research at a more advanced level; someone who has left school or college before they have finished their studies; a long piece of written research done for a higher university degree, especially a PhD (doctor of Philosophy – an academic degree, approximately equal to “кандидат наук” in Russia); money given to a student to help pay for the cost of his or her education; a regular meeting in which a tutor and a small group of students discuss a subject as part of the students’ course of study; a block of flats where students live; a person who travels to work in town every day, especially by train; a large dining hall in a university. Exercise 2 Make up all possible derivatives from the stems of the verbs below. Share, assert, adhere, complain, bore, accept, require, inspire, oppress, prompt, absorb, wrestle, report. Exercise 3 Pronounce the words correctly and comment on the shift of meaning in the pairs of 1) one-stem nouns and adjectives; 2) one-stem verbs and nouns. 1) advantage – advantageous anxious – anxiety extreme – extremity attractive – attraction greed – greedy presence – present conflicting – conflict violent – violence to examine – examine 2) to note – note to receive – reception to devote – devotion to supply – supply to concern – concern to subject – subject to absorb – absorption

33

Exercise 4 Pick out from the text 1) nouns, denoting different types of classes at the university; 2) nouns, denoting money support for students; 3) nouns, denoting types of written works done by students. Exercise 5 Give the English equivalents for the following and use them in sentences of your own. A. Получать стипендию; студенческое общежитие; страсть к чтению; читать за едой; делать пометки; придерживаться чего-либо; семинар; немедленные результаты; тема дипломной работы; учиться в аспирантуре; последовать совету кого-либо; выиграть стипендию; работать над диссертацией; иметь значение для кого-либо; признавать; по образованию; не ложиться спать целую ночь; поглощать (знания, информацию); достойный подражания. В. Не волноваться о деньгах; вместе жить в квартире с кем-либо; огромное удовольствие; встречать день; помятое лицо; ноги в шлёпанцах; испортить утро; войти в привычку; пойти куда-нибудь; подружиться; безошибочно; скучать; состоять из чего-либо; требовать; вызывать чувства; принуждать к чему-либо; влюбиться; иметь успех у кого-либо. Exercise 6 Explain the meaning of the following English words or phrases and say how the corresponding notions in Russian differ from the English ones. A dissertation, a thesis, postgraduate work, a tutorial, a grant, a scholarship, an essay, an undergraduate, a student counsellor, a commuter, a hall of residence. Exercise 7 Complete the sentences. 1. The main advantage of being at college was that ... 2. It was known that Ruth ... 3. There was also the extreme pleasure of ... 4. She was never happier than when ... 5. She found a style to which ... 6. As she opened the front door to leave ... 7. There would be lectures until lunch time ... 8. In the Common Room there was an electric kettle and she ... 9. It was more of a home than ... 10.Needing a foil or acolyte for her flirtatious popularity, Anthea ... 11.By the end of the second year ... 12.The work seemed to her too easy and she ... 34

13.She seemed to have been eating the same food ... 14.Ruth took some ofAnthea’s advice ... 15.Ruth confessed that ... 16.Richard was a prize beyond ... 17.Richard, a psychologist by training, was ... 18.There seemed to be no end to ... 19.She thought him exemplary and ... 20.So Ruth took more ofAnthea’s advice and ... Exercise 8 Complete the sentences choosing the appropriate word or phrase from the list. Change their form if necessary. To have no worries about something; in one’s own eyes; a hall of residence; read through one’s meals; to adhere to something; to be at one with somebody; to go out; to make friends; to find one’s way to somebody.; to get rid of something; to need somebody’s company; beside the point; to be on one’s guard; on three counts; no end to something; the concern of somebody. 1. A communicative person ... with other people very quickly and feels at ease in any company. 2. It is important ... a definite style when choosing clothes; otherwise one risks looking strange. 3. Police ask people ... when strangers approach them, try to make contact with them or ask favours of them. 4. Sharing a room with other people, one has ... all bad habits: smoking, scattering things here and there, coming late. 5. Having passed the exam, she grew ... The exam was very difficult and being through with it meant success. 6. The teacher tried ... a little boy in primary school; she spoke with him, made him speak and play too, but he remained aloof and constrained. 7. The child seemed not ... ; he liked to stay all by himself, with no companions to play with. 8. Most British students live either in ... or share flats with other students. 9. In the evening most British students ... They go to pubs, discos or just walk around with their friends. 10. Doctors do not recommend ... It may lead to indigestion. 11. The athlete’s physical power was almost ... It was his mental discipline that really made him a champion. 12. There was ... her friend’s advice: she always had new ideas and poured them out incessantly. 13. Her success rested ... : she was President of Students’ Society, she had only excellent marks and she won a scholarship from the British Council. 14. Hurrying up to the university in the morning, she ... all the rest of the students: she was an integral part of this moving mass. 35

15. His constant failures soon became ... every lecturer. Nobody knew what to do in a situation like this. 16. She ... domestic chores: her mother and grandmother did everything in the house. Exercise 9 Put in the missing prepositions. 1. The teacher demanded that the students should take notes ... coloured ball-point pens. 2. Being a psychologist ... training, Richard devoted his life to solving other people’s problems. 3. Not everyone likes to share a flat ... somebody: it disturbs one’s privacy. 4. Working ... her thesis, Ruth learned many interesting facts. 5. The mother always grumbled when her daughter was reading ... her meals. 6. The commuters were at one ... the bus stop, and every person felt as if he or she were an integral part of the crowd. 7. Ruth could not understand why a certain restlessness came ... her. 8. Ruth did not have any worries ... money, because she lived at home with her parents. 9. It was very easy to choose subjects ... dissertations; the professor offered a long list of topics. 10. She would never sit down ... her meal without a book, which, of course, was a bad habit. 11. One day the lecturer returned Ruth’s essay with an inscription ... the bottom. 12. Ruth’s greed ... books kept her working in the library until nine o’clock. 13. As there was a kettle in the Common Room, some students took ... bringing tea and coffee. 14. The girls were bored ... each other, because they were too different. 15. A lot of students at the university were ... grants, which meant that their studies were subsidized by the government. 16. The girl decided that she would adhere ... a classical style of dressing; she thought it suited her better. 17. Those who win scholarships from the British Council are usually entitled ... half a year abroad. 18. Ruth remembered the day when she met Richard Hirst ... the rest of her life. 19. The girl’s talks always consisted ... stories, reminiscences and gossip. 20. Richard congratulated all students ... all possible occasions, as he was a student counsellor. 36

Exercise 10 Find in the text sentences with the words or expressions given below, translate them into Russian and ask your classmates to translate them back into English. To be on a grant; a hall of residence; greed for books; elaborate notes; to be well received; a tutorial; a seminar; the second year; the subject for one’s dissertation; postgraduate work; to work on one’s thesis; to examine; winning the scholarship; by training; an undergraduate; to stay up for two whole nights; to absorb; to report back. Exercise 11 Explain in what connection the following sentences and phrases occur in the text. 1. She was now able to feed and clothe herself. 2. She was not on a grant. 3. The greed for books was still with her. 4. She was never happier than when taking notes. 5. Her essays were well received. 6. She found a style to which she would adhere for the rest of her life. 7. It was more of a home than home had been for a very long time. 8. She had found her way to Ruth unerringly. 9. Each was secretly bored. 10.Her exigent temperament required immediate results. 11.A restlessness came over Ruth. 12.She was lonely. 13.Ruth took some of Anthea’s advice. 14.Her looks were beside the point. 15.She was in love with Richard Hirst. 16.Richard was famous on at least three counts. 17.There seemed to be no end to the amount of bad news he could absorb. 18.She thought him exemplary. 19.The race for virtue was on. Exercise 12 Read and translate. Use the italicized structures in sentences of your own. 1. There would be lectures until lunch time. She would reach home at about ten. She would take a walk in the evening streets. She would anxiously examine her hair. Richard would devote three days a week to answering the telephone. 2. Ruth was not used to the idea that friends do not always please. 3. Needing a foil or acolyte for her flirtatious popularity, she had found her way to Ruth unerringly; Ruth, needing the social protection of a glamorous friend, was grateful. 4. She seemed to have been eating the same food, tracing the same steps for far too long. He never seemed to eat. 37

Exercise 13 Work in pairs. Fill in the gap in the dialogue frame with phrases from the list below. Express surprise, annoyance, disagreement. Give your reasons. – Why don’t you ...? Work in the library, read through your meals, live in the hall of residence, share a flat with five others, go out, choose the subject for your dissertation, do your postgraduate work in America, work on your thesis, take notes in differentcoloured ball-point pens, feed and clothe yourself, fall in love, devote three days a week to studying English, take some of somebody’s advice, win the scholarship, find a flat for yourself, stay up for whole nights reading up for exams, congratulate somebody on winning the scholarship, find a style to which you would adhere for the rest of your life. Possible responses: So what? Why should I? What’s the use of ...ing? Don’t you think it’s silly? You don’t say so! You must be joking! You can’t be serious! Exercise 14 Make up dialogues that could take place and dramatize them in class. 1) between Ruth and Richard at the refectory, where he took her for lunch after having congratulated her on winning the scholarship; 2) between Ruth and her friend Anthea, beginning with ‘But don’t you ever go out, Ruth?’; 3) between Ruth and Anthea, when Anthea is persuading Ruth to find a flat for herself; 4) between Ruth and one of her neighbours in the house where she lived; 5) between Ruth and some student or students after the seminar in the Common Room. Exercise 15 Speak of Ruth’s college life: 1) in the third person; 2) in the person of Ruth; 3) in the person of her friend Anthea. Exercise 16 Discussion points. 1. What can you say about Ruth’s personality? Prove it. 2. What do you think of her friend Anthea? 3. Why did Ruth take some of Anthea’s advice? 38

4. What kind of person was Richard, in your opinion? 5. What does the last but one phrase “The race for virtue was on” mean? Comment upon it. 6. Which character do you like most? Why? Exercise 17 Comment on the following words of the author. ‘Balzac teaches the supreme effectiveness of bad behaviour ...’ ‘... friends do not always please.’ ‘... she was attractive enough for a clever woman ...’ Exercise 18 Act out the following mini-dialogues substituting phrases from the lists for the ones in italics. 1. – Where do you study1? – I study at the Неrzeп State Pedagogical University of Russia, St. Peters2 burg . 1

does he, does she the Institute of Foreign Languages, the philological faculty, the faculty of oriental languages 2

2. – What’s your favourite subject? – I like English1 most of all. 1

Linguistics, Latin, Psychology, Literature, Philosophy, British Studies, American Studies, Methods of Teaching English, History of the Language, Grammatical Theory

3. – What subjects do you take for the first year1? – If we speak about English, it is mainly Phonetics and Grammar2. 1

the second year, the third year, the fourth year, the fifth year Conversation, Written Composition, Translation, Home Reading, Analytical Reading, Close Reading, Business English 2

4. – What is David good1 at? – He is good at writing essays2. 1

clever, poor memorizing foreign words, doing grammar exercises, reciting poems, writing accurate translations, giving talks 2

5. – Can you help me with grammar1? – Certainty2. 1 2

pronunciation, the text, the exercise, spelling Of course. I can. No doubt I can. You are welcome.

6. – Why didn’t you attend the previous lesson in English1? – The thing is that I was not well2. 1

lecture on Literature, lecture on Linguistics, seminar on political economy, seminar on psychology 2 was late for it, didn’t know about it 39

7. – What mark did you get for your composition1? – I was given an excellent mark2. 1 2

translation, test, examination a good mark, a satisfactory mark, a bad mark

8. – Where can I find the Dean1? – He is probably in the Dean’s ofice2. 1 2

the English teacher, the tutor, the lecturer the staff room, the lecture room, the faculty office

9. – What are you going to do tomorrow morning1? – I think I’ll be reading up/or the exam2. 1

in the afternoon, tonight writing an essay, reading up for the seminar, revising for the test, preparing for my class 2

Exercise 19 The curriculum at the faculty of foreign languages consists of several subjects which all students must study. Make a list of these subjects. In class speak about your favourites and the ones you dislike(d). Explain to your partners why you enjoy(ed) or don’t (didn’t) enjoy them. Exercise 20 When do we say the following about people? Give answers, using the pattern. ► Pattern: She never misses classes. We say, ‘She never misses classes’ if she attends classes regularly. 1. Nick has a good command of English. 2. Richard has done well in his exams. 3. Donna lags behind the group. 4. Brenda keeps up with the rest of the group. 5. Susan has failed in her exam. 6. Ray is burning the midnight oil. 7. Sara can’t learn English just by picking it up. 8. David and Steve never disrupt classes. 9. Max never cribs at exams. 10. Brandon lacks fluency. 11. Helen is fond of playing truant. Exercise 21 Name at least two or three situations that cause you feel the emotions listed below. ► Pattern: I find talking about things that don’t interest me boring. Ifind writing long tests annoying. boring – attending lectures (seminars, classes) embarrassing – taking notes 40

depressing – reading up (for) confusing – making reports exciting – writing essays annoying – doing one’s homework worrying – correcting mistakes amusing – translating from Russian into English (from English into Russian) rendering texts doing exercises listening to the tapes transcribing and intoning working on one’s thesis participating in class missing classes disrupting classes coming late to one’s classes (lectures, exams) cheating (in exams and tests) taking examinations failing examinations retaking examinations Continue the list. Compare your answers with those of other students in the class. Discuss these situations and the feelings they cause. Also discuss what activities you think difficult and what – easy. Exercise 22 Complain about some things or activities at college (at the university) that annoy you. Talk about something that you do not enjoy. Explain why. Work in pairs. ► Use: For complaining: I’m beginning to get rather tired of ... I’ve had (I have) a lot of trouble with ... The trouble with ... is that ... I’m sick and tired of ... They should/ought to ... I’m not at all satisfied with ... For agreement: For disagreement: Yes, it is a problem, isn’t it? Really? I can’t say I’ve Yes, it can be a problem, particularly noticed that ... can’t it? I can see what you mean but … I think I can understand Oh, come on, it isn’t that bad. how you feel. Yes, I know what you mean. 41

Exercise 23 Speak in class what you feel when: you get a bad mark; you fall (lag) behind the group; you fail (in) an examination; you read up for an examination late at night; you miss classes; you come late to classes; you keep up with the rest of the group; you catch up with the rest; you have to retake an examination; you work in the library at the weekend; you work on your dissertation on holiday; you spend sleepless nights over a load of books; you look up every word in your dictionary when reading an English book; you are not prepared for the class; you are given virtually no time to digest and remember several chapters; the telephone rings while you are doing your homework; your essay is well-received; another student cheats at an examination or test. ► Patterns: I feel like a failure when I fall behind the group. I feel pleased/confused/bored, etc. when I catch up with the rest. Exercise 24 Guess what the people in the picture feel and why. Use the topical vocabulary. ► Patterns: He looks satisfied. He must have got a good mark. She looks bored. She must be listening to a boring lecture.

Exercise 25 Translate into English. 1. Она поступила в университет прошлым летом и закончит его только через четыре года. 2. Лучше не пропускать занятия, а то можно быстро отстать от группы. Хорошо известно, что нагонять всегда сложнее. 3. Все студенты в группе получили зачёт по языкознанию. Это было серьёзное испытание. 4. Мой любимый предмет, конечно же, английский. А ещё мне нравятся страноведение Великобритании и США. 42

5. Я не очень люблю писать диктанты и изложения, но понимаю, что это необходимо для приобретения навыков письменной речи. 6. Расписание составляется таким образом, чтобы лекции чередовались с практическими занятиями. 7. Староста нашей группы получила стипендию от Британского Совета. Она будет учиться в Лондонском университете и одновременно писать дипломную работу. 8. Не думаю, что, готовясь к экзаменам, имеет смысл всю ночь не ложиться спать. Эффект от такой подготовки может быть обратный. 9. Больше всего я боюсь провалить экзамен по психологии, поэтому стараюсь всё выучить почти наизусть. 10. В штате преподавателей у нас три профессора, четыре доцента, пять старших преподавателей и семь ассистентов. 11. Проверяя контрольные работы, преподаватель отмечает ошибки на полях. 12. В эту сессию будет один письменный и два устных зачёта, а также четыре экзамена. 13. В начале года в деканате всем первокурсникам выдали студенческие билеты и зачётные книжки. 14. Когда я начинаю делать домашнее задание, то долго не могу сконцентрироваться на работе – меня постоянно что-то отвлекает. 15. В обучении ему не нужно прикладывать никаких усилий – он всё хватает на лету. Exercise 26 An old Chinese saying states that “a picture is worth a thousand words”. With a partner discuss each of these pictures. Answer the questions below. 1. What has happened? Why do you think so? 2. What is happening now? Why do you think so? 3. What is going to happen? Why do you think so?

43

Exercise 27 I. Read and translate the story. Distractions are a problem Barbara has to deal with when she is supposed to be studying. She spends too much time on the phone. She intends to concentrate on her homework, but finds herself talking to friends or writing letter instead of reading up for seminars, taking notes or writing essays. It is hard for her to say, ‘No, I can’t do this or go there. I have to study.’ Her homework often suffers because she procrastinates. When she studies in her room, it is full of distractions. Her phone, radio, tape player and her cat are there. She finds herself daydreaming, answering the phone, listening to tapes or petting the cat. She is often disturbed by family members. It is easy to see where all her time goes – not to studying. Now she is letting the answering machine do its job. She puts the cat out before she starts to study. Her homework is now done before everyone gets home from work. II. Find the English equivalents for the following. Решать проблему; тратить время на что-либо; сконцентрироваться на чём-либо; готовиться к семинару; делать пометки; писать эссе; откладывать со дня на день; мечтать; её часто отвлекают; время уходит; приходить домой с работы. III. Speak about your distractions. Use the patterns from the text: 1) Barbara is supposed to be studying. 2) Barbara has to deal with a problem. 3) Barbara finds herself talking to friends instead of reading up for seminars. 4) Barbara is often disturbed by family members. IV. Listening. Track 3. BBC Learning English, 6 min English “Is social media a distraction”. How often do you check your phone? According to some stats, it’s a minimum of 85 times a day. Neil and Sophie discuss how social media is interrupting our lives and may be changing our physiology too! What is “This week’s question”? _______________________________? Is it… a) _________? b) _________? c) _________? You can hear the right answer at the end of the programme. What are the definitions of the Vocabulary items? etiquette wind someone up have a connection with someone physiology interact intimacy snub 44

Exercise 28 I. Read and translate the story. Answer and discuss in class the questions below. Continue the story. It took a couple of weeks for classes to get settled, and then we got down to the nitty-gritty. As homework began pouring in, and tests loomed on the horizon, I realised that my study skills were very poor and that it was going to be a challenge in itself to teach myself to study. I experimented with several tactics, trying to find out what would work for me. I started out in the bedroom with the door closed, but it seemed the phone was always ringing. I managed to get my work done, but I was not pleased with this frustrating situation. Later I tried going outside and preparing somewhere in the yard. I ended up chatting with a neighbour, petting her dog. Cleariy, something had to be changed. As my workload increased, so did my frustration. Quite by accident, however, I found the solution to my problem... II. Find the English equivalents to the Russian words and phrases. На это ушла пара недель, прийти в норму, засесть за что-либо, повседневная работа, наваливаться, маячить, слабые навыки, вызов, экспериментировать с чем-либо, обнаружить, начинать (разг.), удаваться, оканчиваться, удручающая ситуация, выходить из дома, болтать, работа накапливалась, разочарование, совершенно случайно, решение проблемы. III. Answer the questions and express your opinion on the following. 1. What advice would you give to a friend of yours if he or she had to deal with the problem of distraction? 2. What tactics do you personally choose to get yourself organised and sit down to work? 3. Discuss in class the problem of getting oneself organised and concentrated when doing one’s homework. Exercise 29 The passages below are the beginnings of different stories. Finish the stories, using the vocabulary from the text and the topical vocabulary. ‘Finally, the summer ended and college began. Carol dressed in jeans and a sweatshirt, slung her book bag over her shoulder and set out for her first class ...’ ‘Thomas is sitting in the dining-room looking at the mess strewn around. He calls this his office. The table is covered with an assortment of books, pens, and papers. Hanging on the back of a chair is his black leather book bag. He is finally a college student ...’ ‘The term is coming to a close. I look upon it with sadness. I will miss my teachers and the friendships I have made ...’ ‘I am looking forward to the next term, but I also get nervous thinking about my new classes. Each term the classes will get a little harder and more 45

challenging. I hope I am up to all those new challenges. I love to learn, but I still have a little fear of failing...’ Exercise 30 Read and translate the passage. Answer the questions below. Most people who have trouble with schoolwork don’t lack intelligence – instead. Rather, they are trapped by their own attitudes towards the work. One attitude that gets in many students’ way is the “I can’t do it” syndrome. Instead of making an honest effort to do the work, the “I can’t do it” type give up before they begin. Then there’s the “I’m too tired” excuse. Students with this problem give in to the temptation to nap whenever there is work to be done. Another common excuse for low achievement is “the instructor is boring”. These students expect every course to be highly entertaining and claim they can’t be expected to learn anything otherwise. 1. What do you think of the “I can’t do it” type? 2. What do you think of the “I’m too tired” type? 3. What do you think of the “I’m too bored” type? 4. Are there people of any of these types among your friends or classmates? 5. What type are you? Why? 6. What would you say about your attitude towards studies? 7. Can you think of some more types? 8. What are common excuses for low achievements in this country? 9. Can you imagine an exemplary student? Speak about exemplary students and ordinary ones. Exercise 31 People like to learn differently. Some people learn better by listening, white others need to see the information. Your answers to the questions below may give you some idea of how you prefer to learn. When you have finished, compare your answers with those of other people in your class. 1. Do you prefer to learn by listening to the teacher’s lecture? (Yes or No) 2. Do you prefer to learn by reading and studying your textbooks? (Yes or No) 3. Do you prefer to learn by studying or working with other people? (Yes or No) 4. Do you prefer to study by yourself? (Yes or No) 5. Do you like to ask the teacher questions? (Yes or No) 6. When you study for a test, you read your notes, don’t you? 7. When you study for a test, you read your notes aloud, don’t you? 8. When you study for a test, you rewrite your notes, don’t you? 9. Do you like to memorize facts? (Yes or No) 10.Do you like to think about ideas? (Yes or No) 46

Exercise 32 Respond to the statements. Work in pairs. 1. Teachers prefer dull students to bright ones. They are easier to manage. 2. You know what students are like nowadays! They are getting less and less intelligent every day. 3. To my mind, colleges shouldn’t provide students with general knowledge. Emphasis should be placed on professional skills. 4. I don’t think it is important for students to learn how to work with dictionaries. You may need the following phrases to express your surprise: You don’t say so! You must be joking! You can’t be serious! Go on (with you)! Exercise 33 Challenge the following statements. Give your reasons. 1. When you don’t understand your teacher’s explanation you don’t ask to explain again because this is very embarrassing. 2. When you are really too sick to go to class you go anyway. It would be rude not to go. 3. When you feel that you are not doing well in a course, you stop going to class because you don’t have time to do the work. 4. If you have the feeling that the teacher doesn’t like you, you do the best you can do under the circumstances. 5. If you don’t like to answer or ask questions in class you ask to speak to the teacher and explain your shyness. Exercise 34 Discuss college life in this country. Use these questions as a guide for your discussion. 1. What do students wear to college? 2. How do students get to college? 3. How do students know which class to go to? 4. How do students greet the teacher? 5. How does the teacher greet the students? 6. How do students address the teacher? 7. When does the term begin? 8. How long does it last? 9. How long is the college day? 10.Who decides what a student will study? 11.Who decides which students will attend college?

47

Exercise 35 Find out how colleges and universities in this country have changed since your teachers were students. Ask your teacher to tell you about what it was like when he or she was at college. Present an oral report on changes in Russian colleges and universities. Exercise 36 Match the English idioms in the left column with their Russian equivalents in the right column. Illustrate the meanings of the English idioms by your own examples. 1) to go into details а) начать с азов 2) to drum something into в) как дважды два – четыре somebody’s head 3) a brain twister с) куриные мозги 4) two and two make four d) синий чулок 5) a stumbling block е) вдаваться в подробности 6) the key word f) головоломка 7) the brain of a pigeon g) легко даваться 8) to come easy h) ключевое слово 9) to start from scratch i) камень преткновения 10) a blue stocking j) вдолбить что-либо в голову Exercise 37 Translate the proverbs into Russian and comment upon them. 1. A man is never too old to learn. 2. Education covers a lot of ground but it doesn’t cultivate it. 3. Live and learn. 4. By doing nothing we learn to do ill. 5. Better untaught than ill taught. 6. Brevity is the soul of wit. 7. Dot your i’s and cross your t’s. Exercise 38 Translate the following quotations and comment upon them. ‘A university should be a place of light, of liberty and of learning.’ Benjamin Disraeli ‘Knowledge is a city, to the building of which every human being brought a stone.’ Ralph W. Emerson ‘Knowledge is power.’ Francis Bacon ‘Knowledge comes, but wisdom lingers.’ Alfred Tennyson 48

Exercise 39 Fill in the gaps with the following words and word-combinations: brush up revise for course work relevant to cheat specialize in maintain discipline enroll for boarding school secondary school fees co-educational under great pressure diploma sandwich course school uniform 1. I went to the local college to … a course in economics. 2. Some parents who can afford the … send their children to private school. 3. In my last years at school we had to … there subjects and I chose physics, chemistry and mathematics. 4. At the moment I’m studying for my secretarial … 5. In my country … is only worn at private schools. 6. He watched us closely during exams so that we didn’t … 7. You have to be really strict to … with some of the pupils you get nowadays. 8. I went to … so I only saw my parents during the holidays. 9. I wish I had gone to a … rather than a single sex school as I’m sure I wouldn’t be so shy when I meet people 10.We grade pupils on the basis of … at the end-of-term tests. 11.In some countries children are put … by their parents to get good exam results. 12.The first year I worked at the factory I attended a … at the local college. 13.The change from primary to … was quite traumatic for him. 14.Can I borrow your lecture notes? I’ve got to … tomorrow’s test. 15.I went on a four-week course to … my English. 16.Is what we’re learning really … the life we’re going to lead when we leave school? Exercise 40 Fill in the gaps with the following words and word-combinations: pass examinations to obtain Bachelor of Arts to last a graduate grant tuition a degree Bachelor of Science to enter doing undergraduates postgraduates If you want to … university, you must first … that most students take at the age of eighteen (called “A” levels). Most students take three “A” levels (three exams in three different subjects) and they must do well in order to … a place at university because the places are limited. At the moment, approximately 30% of young adults go to university in Britain. 49

If you get a place at University, the tuition is free, and some students also get a … Students at university are called … while they are studying for their first degree. Most university courses … three years, some courses last four years, and one or two courses, e.g. medicine, maybe even longer. During this period students can say that they are … history, or studying for a degree in history, for example. When they finish the course and pass their examinations, they receive … This can be a … or a … When you complete your first degree, you are a … Some students then go on to do a second course or degree. These students are then … There are usually three possible degrees: Master of Arts or Master of Science (usually one year), Master of Philosophy (usually two years) and Doctor of Philosophy (at least three years). Exercise 41 Listening. Track 4. BBC Learning English, 6 min English “Is student life all good?” Leaving home to start life at university is an exciting time for many young people but very challenging for some. Alice and Neil discuss the psychological pressures of making this big transition. What is “This week’s question”? _______________________________? Is it… a) _________? b) _________? c) _________? You can hear the right answer at the end of the programme. What are the definitions of the Vocabulary items? through rose-tinted spectacles out of your comfort zone counselling homesick stress balancing act look after yourself budgeting stressed Exercise 42 Render the following text in English: Итон и Винчестер Основанный в 1941 году, Итон всегда был ближе к королевскому двору, чем другие публичные школы. Пост директора Итона до ныне принято считать вершиной учебной карьеры. 50

Вот уже пять с лишним веков Итон воспитывает людей, считающих своим призванием стоять у руля власти. Из этой школы вышло 18 премьерминистров. Благодаря высокой плате за обучение, а также щедрым денежным пожертвованиям от своих бывших питомцев, Итон располагает средствами, чтобы нанимать лучших преподавателей. Стало быть, такое учебное заведение доступно лишь для избранных, и наиболее привлекательно для этих немногих. Надо ли удивляться, что 2/3 питомцев составляют сыновья бывших выпускников. Эта публичная школа больше, чем другие, напоминает наследственный клуб для политических деятелей. В её традициях развивать и воспитывать профессиональный интерес к политике. Если Итон – самое-самое династическое из всех частных учебных заведений, то Винчестеру свойственно большое внимание отбору по способностям. Там строже и сложнее вступительные экзамены. Зато студентами Оксфорда и Кембриджа становятся потом вдвое больше процент выпускников Винчестера, чем Итона. Мечтая о «подобающей школе», обивая пороги Итона или Винчестера, английский отец или мать думают, прежде всего, не о том, чему их отпрыск выучится на уроках, не о классическом образовании, сулящем сравнительно мало практической пользы. Они думают о воздействии, какое окажет публичная школа на характер ребёнка, о манере поведения, что останется с ним до конца дней, как и особый выговор, который можно выработать лишь в ранние юношеские годы. Они думают о друзьях, которых обретёт их ребёнок, и о том, как они помогут ему в дальнейшем. Exercise 43 1. Read the text. A teacher’s main responsibility is to teach Teaching brings many rewards and satisfactions, but it is a demanding, exhausting, and sometimes frustrating job. It is hard to do well unless you enjoy doing it. Teachers who do enjoy their wok will show this in their classroom behavior. They will come to class prepared for the day’s lessons and will present lessons in a way that suggests interest and excitement in promotion learning. When students do achieve success, the teacher shares in their joy. The teachers’ job involves many roles besides that of instructing students. At times, a teacher serves as a parent surrogate, entertainer, psychotherapist, and record keeper, among other things. All of these are necessary aspects of the teachers’ role. However, they are subordinate to, and in support of, the major role of teaching. Some teacher’s become more concerned with mothering or entertaining students than with teaching them. In these classes, much of the day is spent in reading stories, playing games, singing and listening to records. Such teacher’s 51

do not like to spend much time teaching the curriculum and feel they must apologize to children or bribe them when lessons are conducted. These teachers are meeting their own needs, not those of the students. By the end of the year, the pupils will have acquired negative attitude toward the school curriculum, and they will have failed to achieve near their potential. The teacher’s is in the classroom to instinct. This involves more than just giving demonstrations or presenting learning experiences. Instruction also means giving additional help to those who are having difficulty, diagnosing the sources of their problems, and providing remedial assistance. For the teacher we see that it means finding satisfaction in the progress of slower students as well as brighter ones. If teacher’s method of handling students who finish quickly is to assign them more of the same kind of exercises, students will learn to work more slowly or hid the fact that they have finished. Teachers would do much better to assign alternate activities of the students’ choice or to allow them to move on to more challenging problems of a similar type. Another important indicator is the way teacher’s respond to right and wrong answer. When teachers have the appropriate attitude, they accept either type of response for the information it gives about the student. They become neither overly elated about correct answers nor overly disappointed about incorrect answers. They use questions as a way to stimulate thought and to acquire information about a student’s progress. Although praise and encouragement are important, they should not interfere with basic teaching goals. If a teacher responds with overly dramatic praise every time a student answers a simple question, the class will likely be distracted from the content of the lesson. A better strategy is to follow a simple correct answer with simple feedback to acknowledge that it is correct. Criticism, of course, should be omitted. In general, the teacher’s behaviour during questionand-answer sessions should say, “We’re going to discuss and deepen our understanding of the material,” “We’re going to find out who knows the material and who doesn’t.” 2. Translate into English: 1. Преподавание приносит много удовлетворения, но в то же самое время это очень требовательный и изнурительный труд. 2. Трудно выполнять эту работу хорошо, если она вам не нравится. 3. Основная обязанность учителя – научить детей, хотя многие учителя забывают об этом и больше развлекают детей, чем учат их. 4. На уроке учитель выполняет много ролей: роль родителя, психотерапевта и многие другие. 5. Такие учителя не любят тратить время на объяснение необходимого материала. 6. Когда они ведут урок, они как будто постоянно подкупают детей.

52

7. Обучение означает дополнительную помощь тем, у кого трудности, выявление источников этих проблем. 8. Хороший учитель должен получать удовлетворение не только от работы с сильными учениками, но и со слабыми. 9. Если учитель будет давать ученикам однотипные задания, то те будут выполнять работу медленнее. 10. Если ученик хорошо выполняет задание, то учителю не следует чрезмерно показывать своё ликование, и наоборот, если ученик плохо отвечает, то не следует слишком расстраиваться. 11. Хотя, похвала и одобрение очень важны. 3. Retell the text using the plan: – The teacher’s job involves many roles… – Some teacher’s become more concerned with mothering or entertaining students… – Instruction involves more than just going demonstrations or presenting learning experiences… – The way teacher’s respond to right and wrong answer… – Praise and encouragement shouldn’t interfere with basic teaching goals… Exercise 44 1. Read the text. Ideal Teacher: What is he like? Few of those engaged in training teachers would conceive of a teacher who would be ideal for all and any teaching circumstances. The art and craft of teaching is so diverse that no such paragon would be likely to exist. What is possible, however, is to conceive of an ideal which is redefined in terms of the particular kinds of teaching situations the teacher actually proposes to engage in. Such an “ideal” teacher would possess personal qualities, technical abilities and professional understanding of the following kinds: 1. Personal qualities. These include both inherent qualities and other qualities acquired through experience, education, or training. Equally, it is obvious that the teacher must be intelligent, have a non-discouraging personality, and display emotional maturity. Among the acquired qualities are to be included a wide experience of life, an adequate level of personal education and sufficient command of the subject he is teaching. 2. Technical abilities. These are of three kinds: first ability to discern and assess the progress and difficulties of his pupils, an unhesitating control of the teaching in his class so as to maximize the role of learning; secondly a fluent and responsive grasp of classroom skills and techniques; and thirdly a “creative familiarity” with the syllabus and materials being used in his classes. 53

3. Professional understanding. This refers to a sense of perspective that sees the teacher’s own particular task in relation to all types of teaching situations, to an awareness of trends and developments in methods of teaching, and to an acceptance that it is in his professional duty to go on improving his professional effectiveness throughout his career. 2. Translate into English: – личные качества – представлять себе – приобретать – умный – зрелость

– различать – решительный контроль – трудности – идеал – ремесло

3. Match the words with their synonyms: – conceive – get – diverse – programme – paragen – prospect – Inherent – imagine – syllabus – different – acquire – pattern – perspective – inborn 1. 2. 3. 4. 5. 6. 7. 8. 9.

4. Translate into English: Каким вы себе представляете идеального учителя? Идеальный учитель должен обладать огромным количеством разных качеств. Не существует какого-либо образца ремесла и искусства преподавания. Врождённые качества очень важны. Учителю необходимо быть творческим, образованным, энергичным, тактичным и, конечно же, терпеливым. Учитель должен знать предмет как свои пять пальцев. Хорошее владение предмета – необходимо. Ученики любознательны, они многое хотят узнать от учителя. Учитель должен обладать способностью, вовремя распознать трудности учеников.

Exercise 45 Role Play. “A Talk in the Living-Room” Setting: The Richardsons’ house. Situation: A group of students gather at Richardsons’ on their vacations. They used to be classmates once. Now they are all students of different colleges and universities. In the evening they are sitting in the living-room near the fireplace and speak about their college life, sharing experiences. 54

Characters: Card I–II – Sarah and Terry Richardson. They have invited everyone to their house. They are a sister and brother and go to a technical college. Sarah hates it and Terry loves it. Card III–IV – Dora and Laura. Two medical school students. They have just had their professional experience in a hospital and compare studies and real life. Card V – Harry, a student of the chemical faculty at the university. He failed to pass his exams in spring and is going to take them in autumn. Card VI – Barbara, a student of the French department of the faculty of foreign languages at a university. She has won a personal grant for success in studies. Card VII–VIII – Barry and Jerry, two friends who do economics at the university. Both are enthusiastic learners and like to speak about their future speciality. Card IX – Flora, a student of an art school. She likes her drawing classes but does not like any of her other subjects. Card X–XI – Clarry and Nora, students of a music school. In school years they used to be friends because they played in a school orchestra. They are thinking of creating a pop-group of their own. Card XII – Lany. He was expelled from the faculty of Maths for missing classes and is dreaming of getting back. WRITING Exercise 1 Prepare to write a dictation. Learn the spelling of the words and phrases in bold type from Introductory Reading and the words from topical vocabulary. Exercise 2 Write an essay on one of the following topics. 1. Our College Life Needs Changes. 2. Some Advice for College Students. 3. Why (Psychology/Sociology/...) Is So Popular with Students. 4. I Would Put Myself in the Group of (Diligent/Lazy/...) Students. 5. Education Reform. To Be or Not to Be? Exercise 3 The world is changing, and many people feel that college will have to change to keep up. Make a list of the ways college may be different in response to these changes in the year 2025. Use these ideas to write a letter from a student in the year 2025, telling a grandparent about his or her first day at college. Begin it like this:

55

IV. LIVE AND LEARN 1. Work in pairs and discuss the following: What kind of things might the people in each photo be learning? Why? What might the difficulties be while studying? What things might give them enjoyment? How important for learning is it to continue throughout life? Why/Why not? What aims of education are the most important? Make a list. Which school subjects or activities help with achieving the above aims? 2. Listening. Track 5. (Upstream Advanced, p. 165) – Listen to three people talking about what they used to like and dislike about school and put the correct letters in the spaces provided. a) too much homework d) games in class b) not enough sport e) dedicated teachers c) school underfunded f) drama classes Bill Saunders Sarah Ford Clare Sharpe

liked 1 3 5

disliked 2 4 6

– Which of the following phrases did you hear in the recording? a) What I hated most… b) What used to make me angry was… c) The depressing thing about it was… d) The worst thing about… e) My favourite was… f) I knew I was in fir a treat when… g) Sometimes I got really fed up with… h) I was at my happiest when… – Work in pairs and discuss what you used to like and dislike about your early schooling. 3. Paraphrase the following quotations. Do you agree with them? Discuss in pairs: ‘Education is a progressive discovery of our own ignorance’. Will Durant (US historian)

Education makes people easy to lead but difficult to drive; easy to govern but impossible to enslave. Henry Peter (Scottish politician)

56

4. Reading: – What part do the following play in motivating people to excel in education? desire for professional success desire for personal achievement pressure from family/friends/employers – Rank the following according to how necessary you think they are in order to do well at university: discipline competitive spirit understanding what is expected of you organizational skills perseverance intelligence morale – Read the passage. Which of the above does the author mention? What other things helped him succeed? HOW I GOT MY FIRST-CLASS DEGREE What does it take to graduate from university with a first? Mark Mc Ardle, first-class degree holder from the University of Lancaster, tells how he did it. “Don’t spend too much time at the student lounge, do turn up for most lectures and tutorials and do submit all course work – eventually”. That? I was told by a PhD student during fresher’s week, was all I needed to do to get a 2:2. For a 2:1, I’d require a better attendance record and have to work harder, but not at the expense of being cut off from civilisation. And for a First I would have to become some sort of social outcast, go to every lecture and tutorial (scribbling notes madly), spend every waking moment immersed in academic books, and be among the last to be thrown out of the university library at 10pm closing time. Well, I didn’t give up my life for study. I didn’t attend every lecture and tutorial. I didn’t write down every word spoken at lectures. I didn’t get 80% or more in every essay, project, test or exam. I was usually behind with my reading and occasionally mystified by the syllabus. Sometimes I couldn’t be bothered to go to university and stayed at home instead. But I always knew where I was, what I had to do, and what not to bother with. And I always worked hard on the things that counted: assignments and exams. Getting a degree is about learning, but isn’t just about learning biology, history, English or whatever. It’s about understanding what you need to succeed – what, in fact, the university wants from you and what you will get in return. You have to have a feel for education market and really sell your inspirations. What does the lecture want? What is the essay marker searching for? Some students try to offer something not wanted. Others want to give very 57

little – they steal the thoughts of others and submit them as their own. But they all want to be rewarded. Exchange, but don’t steal, and you’ll get a degree. I saw lecturers as customers who fell into two broad categories. There were those for whom lecturing was an unwelcome interruption to their research work. After all, we were students what did we know? I would deliberately pitch my essays to this kind of academic so that my opinions appeared more as evidence that I had read and understood the key contributions to the debate, rather than as an attempt to pull down monuments. The other type of academic were those who enjoyed teaching and discussing new ideas. They wanted more. They wanted something different, inspirational, iconoclastic. I would present my arguments to show that I had done my reading and understood the key concepts, but I would also try to add something more to the issue rather than rake over familiar ground. Essentially, it was a case of working out what was wanted and then delivering it. I can’t state exactly how successful this tactic was, except to say that I sold more essays than I had returned as faulty. I could guarantee every book on my reading list was out on long loan from the university library within five seconds of the list being issued. This was worrying at first, but I quickly learned that it was impossible to read all of the books on an average reading list anyway. I sought shortcuts. Collections of selected readings or journal articles were excellent sources that often saved me the bother of reading the original texts. References in books dragged me all over the place but, with all the courses I had to do, there wasn’t enough time to be dragged too far. I would flick though the book, read the introduction, note my summaries, look at diagrams, skim the index, and read my conclusions. I plucked out what was needed and made my escape. I revised my discarding subject areas I could not face revising: reading, compiling notes; and then condensing them onto one or two sheets of A4 for each subject area. Leading up to the exam, I would concentrate on just the condensed notes and rely on my memory to drag out the detail behind them when the time came. I didn’t practice writing exam questions, although it was recommended. I prefer to be spontaneous and open-minded. I don’t want pre-formed conclusions filling my mind. And not should you; there is no secret to getting a First – this just an account on how I got my First. Be a happy student by striking the right balance between working and enjoying yourself. Take what you do seriously and do your best. And no matter what you do, don’t forget to appreciate every day of your university studies: it is one of the greatest periods of your life. Language culture University degree classifications in the UK: First class Upper second (2:1) Lower second (2:2) Third class (3) 58

– For questions 1–7, choose the best answer (A, B, C or D). 1. The PhD student who spoke to the writer A) B) C) D)

exaggerated the need to work hard. thought the writer would get a First. succeeded in scaring the writer. was uncertain how to help the writer.

2. According to the writer, an important factor in success at university is A) B) C) D)

the ability to understand the market. acquaintance with lecturers and markers. clever use of other people’s ideas. an understanding of what was required.

3. In the third paragraph, the writer warns against A) B) C) D)

trying to second-guess lecturers. expecting to be rewarded. plagiarism in essays and exams. offering money to academic staff.

4. In his relationship with his lecturers, the writer tried to A) B) C) D)

show them that he would make a good salesman. do his work in a style which matched their expectations. always have some new ideas to impress them with. never upset them by submitting ground-breaking work.

5. How did the writer cope with long lists of required reading? A) B) C) D)

He ignored them. He wrote his own. He was selective. He summarized them.

6. Why did the writer not practise writing exam questions? A) B) C) D)

He was advised not to. He thought the practice was rather boring. He wanted to answer exam questions critically. He thought it might prejudice staff against him.

7. The writer concludes by advising students to A) B) C) D)

follow his recipe for success. make the most of being the student. concentrate on passing exams. aim for the first at all costs.

– Match the underlined words in the passage with their synonyms below: crucial / search quickly / rejecting / general / bewildered / adsorbed / understanding of / discussion – Work in pairs and discuss the following: 1. How similar/different is your method of study to that of the writer? 2. Are there things about the way you study which you would like to change or improve? Think about: being organised, being more focused, managing your time. 59

5. Choose the correct word in the sentences. Use the remaining words in sentences of your own: 1. The school is thought highly innovative in that it implements a system of continuous (tests, assessment, finals) to determine grades. 2. One could hear the sounds of lively (debate, talk, argument) coming from the room where the philosophy class was being held. 3. My brother, who wants to join the clergy, has just entered a (seminary, university, college). 4. It was inevitable that the (seminar, lecture, tutorial) would be well attended as it was given by the renowned professor, Kurt Reimann. 5. There’s no way I’ll be able to come. I’ve got to hand in a two thousand word (assignment, project, essay) on the Russian Revolution by Monday afternoon. 6. Stephen was caught (copying, plagiarising, stealing) from his fellow student’s test paper and was expelled. 7. For tomorrow, please read this short original (article, text, excerpt) from Dicken’s Hard Times and be prepared to discuss it in class. 8. If you’re really interested in applying, ask the University to send you a (syllabus, prospectus, curriculum) for the upcoming year. 6. Look at the cartoon. Which class does it show? Think of as many types of classes as possible:

Decide for which classes the items in the list would be needed. Talk about what they would be used for. compass / easel / abacus / theatrical prop / art supplies / globe / lab skeleton / test tube / reference books / musical score / glass slide 60

7. Look at the study methods in the list. For which of the tasks (1-10) is each method best suited? revising / cramming / highlighting / editing / note-taking / summarizing / proof-leading 1. 2. 3. 4. 5. 6. 7. 8. 9.

Preparing for an end-of-term exam. Isolating information from its context. Checking and improving on a piece of work. Condensing information for a quick access. Recording information during a class/lecture/seminar. Keeping your knowledge fresh in your mind. Re-organising an essay/composition. Organising material into manageable units. Ensuring a piece of written work meets all formal requirements (format, word-count, etc). 10.Making important information stand out. Work in pairs and discuss the following: 1. Which of the stated study methods do you use? 2. What do you usually use them for? 3. What other methods do you use? 4. How much time do you spend studying? 5. Do you usually study alone or with classmate? Why? 6. Are exams a fair means of assessment? 8. How to prepare for an exam? Read the text. How To Overcome Exam Anxiety Do you feel like your mind freezes during exams? Do you find yourself thinking “I really can’t do this”? Does your heart race fast or do you find it hard to breathe during exams? Most people feel anxious when taking an exam, but research shows that some people are more likely to suffer from exam anxiety than others. So why is this? And what can you do to calm your nerves? What is exam anxiety? Exam anxiety is the experience of feeling an intense moment of fear or panic before and/or during an exam or assessment. There are two types of anxiety Low anxiety: students who experience low anxiety may feel a little nervous about an upcoming exam but are still able to focus their attention on their studies or the questions asked during the assessment. Usually low anxiety students are not struck with intrusive thoughts or feel debilitated by the exam. High anxiety: students who experience high anxiety show an immediate anxiety reaction when exposed to the feared test situation. They attempt to avoid 61

the situation by not showing up to the exam, or may endure it but with extreme fear. High anxiety can tip some into a sense of panic: “I just really can’t do this!” Students with either high or low anxiety can respond to tests in different ways. But research shows that managing anxiety effectively can actually help with exam performance. The challenge is to recognise when your anxiety has increased past an optimal level so that it starts to impact your ability to complete the exam - this is a high level of anxiety. Some physical responses of high anxiety include a speeding heart, damp hands, shortness or rapid breath, and feeling queasy. The physical response is usually experienced in high levels of anxiety when the “fight or flight” response is triggered. This is how our bodies respond to a perceived threat – and while uncomfortable, it is not harmful. When anxiety is (and isn’t) useful Anxiety can be useful in certain situations – for example, if you are in danger ( jumping out of the way of a car). It can also help to increase our attention to the threatening event and improve our response. But it is not so helpful when the threat we are faced with is cognitive, like an exam. The thoughts involved in exam anxiety usually include negative thinking about performance (also known as worry) and/or the physical reaction to thinking about the upcoming exam: “I’m going to fail”, “I quit”, “My heart is leaping out of my chest and I can’t focus.” Impact of high anxiety on performance Research has shown that people who experience high levels of anxiety in exams can also see their performance decline in evaluation situations. These people tend to perceive exams as threatening and respond with intense emotional responses, making it difficult to focus on the task at hand. Assessment situations also evoke worry responses that interfere with effective performance on cognitive and intellectual tasks. This then impacts on the person’s chance of performing their best on the exam. Exam anxiety may also interfere with your ability to show your academic and cognitive capabilities. So, how can I cool my exam nerves? If you identify high anxiety in yourself, you can learn ways to manage it so that it doesn’t take over your exam performance. The skills you find most helpful in managing your exam anxiety will vary depending on what triggers may be contributing to your high levels of anxiety. If students experience high levels of anxiety before an exam, they should engage in self-care strategies during this time by keeping an eye on sleeping through the night, nutrition, exercise, and implementing a few relaxation routines. 62

Students sometimes forget these small steps as they can feel consumed by the fear of the exam. Relaxation training Psychologists and well-being teams at school have a range of techniques to help manage test anxiety – and can also recommend ways to improve your study skills. The goals of the techniques are to help students understand the nature of their anxiety so that they can cope more effectively with upcoming evaluations. This may include behavioural intervention that aims to teach relaxation training like mindfulness. Mindfulness is where a student tries to focus on the present moment, while calmly acknowledging and accepting their anxious feelings, thoughts, and physical reactions. Relaxation training can be used alongside a process of systematic desensitisation – this is where a person visualises a scene while completely relaxed, and the mental image evokes some of the feelings of the real scene. The idea is that if you learn to relax while visualising yourself taking the exam, you can also learn to be relaxed while actually taking the exam. Support through special consideration Some students who experience high levels of anxiety (intense panic or fear about an exam that results in them being unable to do the test) can access additional support through special consideration at their school. This varies based on the individual needs of the student. But some students may need access to a separate room to complete exams, regular breaks during the exam or more time. To access this type of consideration, get in touch with your school’s wellbeing team or a psychologist (see resources below) to help develop an individualized plan for you during the exam season. Learning to work through your exam anxiety can have a number of positive effects including: • Improved academic performance. • Reduction in stress and distress. • Increased sense of control and confidence. • Decreased frustration. Tips for coping with exam anxiety When getting ready for exams try to: • Prepare ahead of time by working on sections of the content each day. • Use practice exam papers as an opportunity to manage anxiety. • Identify your anxiety early by noticing your physical responses. • Try replacing unhelpful thoughts with more encouraging self-talk by challenging your worried and negative thoughts.

63

• Practice focusing your attention on the task at hand (mindfulness), rather than getting tangled in your anxiety and thinking of the “what if?” • Learn a few skills for reducing your physical reactions of anxiety. • Remember good self-care: pay attention to your sleep, nutrition, exercise, relaxation routines, and reach out for social support. 9. Listening. Track 6. BBC Learning English, 6 min English “How to prepare for an exam?” Students up and down the UK are busy revising for exams. Alice and Rob consider which study techniques are effective – and which aren’t – including Rob’s suggestions to sleep with his textbook under his pillow and singing in the shower. What is “This week’s question”? _______________________________? Is it… a) _________? b) _________? c) _________? You can hear the right answer at the end of the programme. What are the definitions of the Vocabulary items? revise critical neurons retrieve distributed practice cramming elaborate conceptual 10. Work in pairs, discuss the above given tips on “How to prepare for an exam”. Which of them do you agree with? Which of them do you use? Can you give any advice on how to prepare for an exam to your group mates? 11. Listening. Track 7. You will hear a radio report about ways to get into a British university. (Upstream Advanced, p. 172) Before you listen discuss the following in pairs: 1. What is the procedure for going to university in your country? How difficult/easy is it? 2. Is there a way for older people (e.g. over 30 years old) to go to university in your country? How are the following words connected with university entry? A-levels / skill shortage / formal qualifications / finance assistance

64

Listen to the recording and fill the gaps (1–8) with a word or short phrase: University applicants can choose from tens of thousands of (1) _______________. Students may take either A-levels or (2) _______________ or a mixture of both. Others may study full-time for (3) _______________ to obtain HND. Students with poor A-level results may do a (4) _______________. The new Hospitality degree combines academic study with (5) _______________. (6) _______________ students should contact admissions staff directly. Return-to-study courses are available at (7) _______________ education colleges. (8) _______________ is a way of obtaining funding for university study and opportunities for work experience.

Discuss in pairs if you think it is important for universities to offer vocational courses as well as academic ones? 12. Listening. Track 8. You will hear a recorded telephone message playing on a university newsline service. Write in the missing information in the gaps (1–8). (Upstream Advanced, p. 172)

Dramatic Arts – course code changes: eg course: (1) ____________ Old code: DA 170 New code: (2) ____________ Paper-based class schedule – error on p. (3) ____________ Professor Connolly, not Punter, teaches (4) ____________ No grades by post from next Autumn – refer to University (5) ___________ See your (6) ____________ for general transcript info. Cost of permit for parking on (7) ____________: 1 month – £8, 9 months – (8) ____________

13. Discuss the following questions together. 1. Apart from being essential for certain careers, what is the importance of good education? 2. How can governments make sure that everyone has access to good education? 3. What makes a good teacher? 4. How much of a say should parents have in their children’s education?

65

ADDITIONAL READING EDUCATION IN ENGLAND Education in England is overseen by the United Kingdom’s Department for Education and Department for Business, Innovation and Skills. Local government authorities are responsible for implementing policy for public education and state-funded schools at a local level. The education system is divided into stages based upon age: Early Years Foundation Stage (ages 3–5), primary education (ages 5–11), secondary education (ages 11–18) and tertiary education (ages 18+). From the age of 16 there is a two-year period of education known as ‘sixth form’ or ‘college’ which typically leads to A-level qualifications (similar to a high school diploma in some other countries), or a number of alternative qualifications such as BTEC, the International Baccalaureate or the Cambridge Pre-U. England also has a tradition of independent schooling and Home schooling; legally, parents may choose to educate their children by any suitable means. Higher education often begins with a three-year bachelor’s degree. Postgraduate degrees include master’s degrees, either taught or by research, and the doctorate, a research degree that usually takes at least three years. Universities require a Royal Charter in order to issue degrees and all but one are financed by the state via tuition fees, which cost up to £9,000 per academic year for English, Welsh and European Union students. History of English education. Until 1870 all schools were charitable or private institutions, but in that year the Elementary Education Act 1870 permitted local governments to complement the existing elementary schools in order to fill any gaps. The Education Act 1902 allowed local authorities to create secondary schools. The Education Act 1918 abolished fees for elementary schools. Legally compulsory education Full-time education is compulsory for all children aged 5 to 18, either at school or otherwise, with a child beginning primary education during the school year he or she turns 5. Children between the ages of 3 and 5 are entitled to 600 hours per year of optional, state-funded, pre-school education. This can be provided in ‘playgroups’, nurseries, community childcare centres or nursery classes in schools. The age at which a student may choose to stop education is commonly known as the ‘leaving age’ for compulsory education. This age was raised to 18 by the Education and Skills Act 2008; the change took effect in 2013 for 66

16-year-olds and 2015 for 17-year-olds. State-provided schooling and sixthform education are paid for by taxes. All children in England must currently therefore receive an effective education (at school or otherwise) from the first ‘prescribed day’, which falls on or after their fifth birthday to the last Friday in June of the school year in which they turn 18 (formerly 16). The leaving age was raised in 2013 to the year in which they turn 17 and in 2015 to their 18th birthday for those born after 1 September 1997. The prescribed days are 31 August, 31 December and 31 March. The school year begins on 1 September (or 1 August if a term starts in August). The Compulsory stages of education are broken into a Foundation Stage (actually covering the last part of optional and first part of compulsory education), four Key Stages, and Sixth Form (which covers the last 2 years of Secondary Education). Schools and stages

Educational System in England. Below is a table summarizing the most common names of the various schools and stages. Grammar schools are normally state-funded but selective schools, admitting children from 11 years old onward, but there are exceptions such as Manchester Grammar School.

67

State-funded schools St Barnabas Church of England Primary School, Oxford Some 93% of children between the ages of 3 and 18 are in education in state-funded schools without charge (other than for activities such as swimming, theatre visits and field trips for which a voluntary payment can be requested, and limited charges at state-funded boarding schools. Allerton High School, a typical former secondary modern school in Leeds, West Yorkshire Since 1998, there have been six main types of maintained (state funded) school in England: Academy schools, established by the 1997–2010 Labour Government to replace poorly-performing community schools in areas of high social and economic deprivation. Their start-up costs are typically funded by private means, such as entrepreneurs or NGOs, with running costs met by Central Government and, like Foundation schools, are administratively free from direct local authority control. The 2010 Conservative-Liberal Democrat coalition government expanded the role of Academies in the Academy Programme, in which a wide number of schools in non-deprived areas were also encouraged to become Academies, thereby essentially replacing the role of Foundation schools established by the previous Labour government. They are monitored directly by the Department for Education. Community schools (formerly county schools), in which the local authority employs the schools’ staff, owns the schools’ lands and buildings, and has primary responsibility for admissions. Free schools, introduced by the Conservative-Liberal Democrat coalition following the 2010 general election, are newly established schools in England set up by parents, teachers, charities or businesses, where there is a perceived local need for more schools. They are funded by taxpayers, are academically non-selective and free to attend, and like Foundation schools and Academies, are not controlled by a local authority. They are ultimately accountable to the Secretary of State for Education. Free schools are an extension of the existing Academy Programme. The first 24 free schools opened in Autumn 2011. Foundation schools, in which the governing body employs the staff and has primary responsibility for admissions. School land and buildings are owned by the governing body or by a charitable foundation. The Foundation appoints a minority of governors. Many of these schools were formerly grant maintained schools. In 2005 the Labour government proposed allowing all schools to become Foundation schools if they wished.

68

Voluntary Aided schools, linked to a variety of organisations. They can be faith schools (often the Church of England or the Roman Catholic Church), or non-denominational schools, such as those linked to London Livery Companies. The charitable foundation contributes towards the capital costs of the school (typically 10%), and appoints a majority of the school governors. The governing body employs the staff and has primary responsibility for admissions. Voluntary Controlled schools, which are almost always church schools, with the lands and buildings often owned by a charitable foundation. However, the local authority employs the schools’ staff and has primary responsibility for admissions. In addition, 3 of the 15 City Technology Colleges established in the 1980s still remain, the rest having converted to academies. These are state-funded allability secondary schools which charge no fees but which are independent of local authority control. There are also a small number of state-funded boarding schools. English state-funded primary schools are almost all local schools with a small catchment area. More than half are owned by the Local Authority, though many are (nominally) voluntary controlled and some are voluntary aided. Some schools just include infants (aged 4 to 7) and some just juniors (aged 7 to 11). Some are linked, with automatic progression from the infant school to the junior school, and some are not. A few areas still have first schools for ages around 4 to 8 and middle schools for ages 8 or 9 to 12 or 13. An example of a Grammar School – in Sutton, London English secondary schools are mostly comprehensive, although the intake of comprehensive schools can vary widely, especially in urban areas with several local schools. Nearly 90% of state-funded secondary schools are specialist schools, receiving extra funding to develop one or more subjects in which the school specialises, which can select up to 10% of their intake for aptitude in the specialism (though relatively few of them have taken up this option). In a few areas children can enter a grammar school if they pass the eleven plus exam, there are also a number of isolated fully selective grammar schools and a few dozen partially selective schools. A significant minority of state-funded schools are faith schools, which are attached to religious groups, most often the Church of England or the Roman Catholic Church. All state-funded schools are regularly inspected by the Office for Standards in Education, often known simply as Ofsted. Ofsted publish reports on the quality of education at a particular school on a regular basis. Schools judged by Ofsted to be providing an inadequate standard of education may be subject to special measures, which could include replacing the governing body and senior staff. 69

Independent schools Approximately 7% of school children in England attend privately run, feepaying independent schools. Some independent schools for 13–18 year olds are known for historical reasons as ‘public schools‘ and for 8–13 year olds as ‘prep schools‘. Some schools offer scholarships for those with particular skills or aptitudes, or bursaries to allow students from less financially well-off families to attend. Independent schools do not have to follow the National Curriculum, and their teachers are not required or regulated by law to have official teaching qualifications’. Sixth form colleges/further education colleges Students at both state schools and independent schools typically take GCSE examinations, which mark the end of compulsory education in school. Above school-leaving age, the independent and state sectors are similarly structured. In the 16–18 age group, sixth form education is not compulsory, but mandatory education or training until the age of 18 is being phased in under the Education and Skills Act 2008. This took effect for 16-year-olds in 2013, and 17-year-olds will need to continue in education or training until their 18th birthday from September 2015. Students over 16 typically study in the sixth form of a school, in a separate sixth form college, or in a further education college. These courses can also be studied by adults over 18. This sector is referred to as Further Education. Some 16–18 students will be encouraged to study Key Skills in Communication, Application of Number, and Information Technology at this time. The National Apprenticeship Service helps people 16 or more years of age enter apprenticeships in order to learn a skilled trade. Unemployment rates among tradesmen one year out of training are typically one-third those of university undergraduates one year out of school. Education by means other than schooling The 1944 Education Act (Section 36) stated that parents are responsible for the education of their children, ‘by regular attendance at school or otherwise’, which allows children to be educated at home. The legislation places no requirement for parents who choose not to send their children to school to follow the National Curriculum, or to give formal lessons, or to follow school hours and terms, and parents do not need to be qualified teachers. A small but increasing numbers of parents do choose to educate their children outside the conventional school systems. Officially referred to as ‘Elective Home Education’, teaching ranges from structured homeschooling (using a school-style curriculum) to less-structured unschooling. Education Otherwise has supported parents who wished to educate their children outside school since the 1970s. The state provides no financial support to parents who choose to educate their children outside of school.

70

Higher education

The chapel of King’s College, Cambridge University

London School of Economics Library Roof

Students normally enter university from age 18 onwards, and study for an academic degree. Historically, all undergraduate education outside a small number of private colleges and universities has been largely state-financed since the 1960s, with a small contribution from top-up fees introduced in the 1990s, however fees of up to £9,000 per annum have been charged from October 2012. There is a distinct hierarchy among universities, with the Russell Group containing most of the country’s more prestigious, research-led and research-focused universities. The state does not control university syllabuses, but it does influence admission procedures through the Office for Fair Access (OFFA), which approves and monitors access agreements to safeguard and promote fair access to higher education. Unlike most degrees, the state still has control over teacher training courses, and uses its Ofsted inspectors to maintain standards. The typical first degree offered at English universities is the bachelor’s degree, and usually lasts for three years. Many institutions now offer an integrated master’s degree as a first degree, which typically lasts for four years, with the first three years running parallel to the bachelor’s course. During a first degree students are known as undergraduates. The difference in fees between integrated and traditional postgraduate master’s degrees (and that fees are capped at the first degree level for the former) makes taking an integrated master’s degree as a first degree a more attractive option. Integrated master’s degrees are often the standard route to chartered status for professionals in England. Some universities offer a vocationally based foundation degree, typically two years in length for those students who hope to continue on to a first degree but wish to remain in employment. Postgraduate education Students who have completed a first degree are eligible to undertake a postgraduate degree, which might be a: Master’s degree (typically taken in one year, though research-based master’s degrees may last for two) Doctorate (typically taken in three years). Postgraduate education is not automatically financed by the state. 71

Specialist qualifications The University of Birmingham, a ‘Red Brick university’. Education: Postgraduate Certificate in Education (PGCE), Certificate in Education (Cert Ed), City and Guilds of London Institute(C&G), or Bachelor of Education (BA or BEd), most of which also incorporate Qualified Teacher Status (QTS). Law: Bachelor of Laws (LLB) and Bachelor of Civil Law (BCL), studied at Law School. Medicine: Bachelor of Medicine, Bachelor of Surgery, studied at medical school Veterinary Medicine: Bachelor of Veterinary Science Pharmacy: Master of Pharmacy (MPharm) Business: Master of Business Administration (MBA) Psychology: Doctor of Educational Psychology (D.Ed.Ch.Psychol) or Clinical Psychology (D.Clin.Psych.) Fees Until the academic year 2011–2012 most undergraduates paid fees that were set at a maximum of £3,375 per annum. These fees are repayable after graduation, contingent on attaining a certain level of income, with the state paying all fees for students from the poorest backgrounds. UK students are generally entitled to student loans for maintenance. Undergraduates admitted from the academic year 2012–2013 have paid tuition fees set at a maximum of up to £9,000 per annum, with most universities charging over £6,000 per annum, and other higher education providers charging less. Postgraduate fees vary but are generally more than undergraduate fees, depending on the degree and university. There are numerous bursaries (awarded to low income applicants) to offset undergraduate fees and, for postgraduates, full scholarships are available for most subjects, and are usually awarded competitively. Different arrangements apply to English students studying in Scotland, and to Scottish and Welsh students studying in England. Students from outside the UK and the EU attending English universities are charged differing amounts, often in the region of £5,000–£20,000 per annum for undergraduate and postgraduate degrees. The actual amount differs by institution and subject, with the lab based subjects charging a greater amount. Adult education Adult education, continuing education or lifelong learning is offered to students of all ages. This can include the vocational qualifications mentioned above, and also: One or two year access courses, to allow adults without suitable qualifications access to university. The Open University runs undergraduate and postgraduate distance learning programmes. 72

The Workers’ Educational Association offers large number of semirecreational courses, with or without qualifications, made available by Local Education Authorities under the guise of Adult Education. Courses are available in a wide variety of areas, such as holiday languages, crafts and yacht navigation. Special education in the United Kingdom ‘Special Educational Needs’is an umbrella term for an aspect of UK school education focusing on students primarily with learning difficulties and/or disability. In school documents, it is abbreviated to ‘SEN’ or ‘SEND’ – these abbreviations are also used in Commonwealth countries such as Australia and Singapore. It is also commonly interchanged with ‘Inclusion’ and ‘Narrowing the Gap’ as broad terminology. The term covers specific learning difficulties such as dyslexia and ADHD, pervasive disorders such as autism and physical disability such as visual impairment and hearing impairment.SEN policy and provision is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments: the UK Government is responsible for education in England, the Scottish Government is responsible for education in Scotland, the Welsh Government is responsible for education in Wales and the Northern Ireland Executive is responsible for education in Northern Ireland. Across the UK school education systems, provision for SEN is widely varied with a ‘mixed economy’ of ‘learning support’ teams based in mainstream schools, specialist schools offering permanent placements and pupil referral units offering temporary placements for students subject to formal exclusion and requiring further assessment. However, there are common practices found across the country. All schools are legally obliged to maintain an SEN Coordinator post or equivalent position. It is the only mandatory position other than the headteacher/principal position. There is also an SEN Code of Practice, updated in 2014, which provides legally-binding guidance on how provision should be shaped and maintained. ROLE-PLAY With your partners role-play an interview with British officials concerning British system of education. Use the parts from a British Council brochure “WORLD CLASS EDUCATION” as the basis 1. Традиции лидерства «В современном мире, где мы постоянно получаем новые знания, британское образование – это билет первого класса в путешествие, которое зовется жизнью...» (премьер-министр Великобритании Тони Блейр). Вряд ли стоит удивляться тому, что британское образование не имеет себе равных в мире. За свою более чем 800-летнюю историю британские традиции в области образования не раз служили примером для подражания в других странах, и сейчас британская система образования остается в числе самых уважаемых и успешных. 73

2. Здесь учат КАК думать, а не ЧТО думать Британское образование всегда строилось на том, чтобы научить студентов мыслить независимо и работать самостоятельно. Учеба здесь не «улица с односторонним движением», где студенты просто получают информацию от преподавателей. Напротив, преподаватели всячески поощряют студентов самостоятельно изучать литературу, проводить углубленные исследования и непременно подвергать критическому осмыслению все то, что они узнают в процессе занятий. 3. Индивидуальный подход к обучению Классные занятия и лекции часто дополняются неформальным обсуждением материала в небольших группах. В обстановке таких семинаров, где студенты свободно обмениваются мнениями со своими преподавателями, легко рождаются новые идеи и появляются новые направления в дискуссии. В результате студенты, получившие образование в Великобритании, отличаются не только отличным знанием предмета, но и развитыми аналитическими способностями, которые позволяют им успешно решать любую проблему. А именно это качество в современном мире ценится работодателями выше всего. 4. Контроль качества В Великобритании действует уникальная система контроля качества, которая обеспечивает соблюдение высоких стандартов во всех областях, связанных с предоставлением обучения. Начиная с системы услуг для студентов и заканчивая квалификацией преподавательского состава, любое учебное заведение, будь то частная школа, курсы продолженного образования или университет, находится под строгим контролем со стороны правительства. Это позволяет студентам выбирать интересующие их курсы, будучи уверенными в том, что их качество было тщательно проверено и соответствует единым для всей образовательной системы критериям. 5. Неограниченный выбор Сегодняшние студенты в Великобритании могут выбирать из буквально тысяч разнообразных программ и курсов и из сотен различных учебных заведений – школ, колледжей и университетов: – более 180 учебных заведений, предлагающих обучение с присвоением ученой степени бакалавра, магистра или доктора; – более 500 учебных заведений, предлагающих программы продолженного образования; более 600 частных школ-пансионов. И все эти учебные заведения с удовольствием принимают студентов из других стран. 6. Забота с первой минуты Находясь в Великобритании, студенты постоянно чувствуют заботу о себе. Как правило, у них прекрасные условия для дружеского общения. Однако даже самый бойкий и общительный человек в первые дни может почув74

ствовать себя немного одиноким в незнакомой стране. Поэтому все учебные заведения стараются создать максимум условий, чтобы студенты чувствовали себя, как дома. Многие университеты предоставляют студентам место в общежитии, где под рукой все, что необходимо для студенческой жизни. Для новичков во многих университетах проводят специальные встречи, чтобы помочь им побыстрее освоиться с новой обстановкой. Кроме того, студенты всегда могут воспользоваться помощью консультационных служб, а также получить поддержку от студенческих союзов и объединений студентов-иностранцев. 7. Стоимость жизни Иностранные студенты могут воспользоваться целым рядом льгот, которые позволят сделать жизнь в Великобритании более доступной. Одним из главных источников экономии может стать система специальных студенческих скидок, которых Национальному союзу студентов удалось добиться для своих членов. Обладатель членской карточки НСС может получать скидку до 50% на самые разнообразные товары и услуги, от учебников, канцелярских товаров и одежды до проезда на различных видах транспорта и билетов в театр. При этом членство в НСС бесплатное, и им может воспользоваться любой студент. Следует также отметить, что любой иностранный студент, проходящий в Великобритании курс обучения продолжительностью 6 месяцев и более, может получать бесплатное медицинское обслуживание в системе Национальной службы здравоохранения. Ну а если вы захотите заработать немного денег, вы сможете работать до 24 часов в неделю в течение учебного семестра и на полную рабочую ставку во время каникул. Другие моменты, на которые стоит обратить внимание, рассчитывая окончательную стоимость вашего обучения: Где вы будете учиться. В среднем, стоимость жизни несколько ниже в Северной Англии, в Шотландии, Уэльсе и Северной Ирландии. Где вы будете жить. Обычно дешевле снять целый дом вместе с другими студентами, чем снимать одному комнату или однокомнатную квартиру. Как вы будете распоряжаться своими деньгами. Гораздо дешевле покупать продукты на местном рынке, чем в крупном супермаркете. 8. Учебные программы Именно разнообразие выбора на каждом отдельном этапе учебного процесса делает Великобританию идеальным местом для получения образования. Начиная с образования в частных школах и заканчивая постдипломными курсами, учебные заведения Великобритании предлагают больший выбор программ, больше гибкости и больше возможностей для реализации своего потенциала. Учебные дисциплины включают как традиционные естественные и гуманитарные науки, так и необычные предметы, такие, как исследования в области миротворческой политики и технология 75

музыки. При этом наибольшей популярностью среди иностранных студентов пользуются программы, связанные с бизнес-управлением, новейшими технологиями и инженерным делом. Большинство учебных дисциплин можно изучать на различном уровне. Как правило, учебные заведения позволяют студентам сочетать в своем учебном курсе специальные технические, академические и языковые программы. Только вдумайтесь в эти цифры! Около 1,4 миллиарда людей на планете в той или иной степени владеют английским языком. Более двух третей ученых во всем мире используют в качестве рабочего языка английский. 80 % всей информации, хранящейся в электронном виде, записано на английском языке. 9. Огромный выбор учебных заведений и разнообразие учебных программ В Великобритании более 370 аккредитованных при Британском совете школ, колледжей и университетов, где есть программы английского языка. Поэтому студенты могут сами выбирать, когда, где и как они будут изучать язык. Разнообразные программы изучения английского языка охватывают все уровни, от начинающего до продвинутого. Они также могут носить общий характер или быть специализированными для какой-то определенной области. Есть и специальные программы для преподавателей английского языка как иностранного. Каждый год в Великобританию приезжает более 600 тысяч человек, чтобы изучать здесь английский язык. Поскольку основной упор в овладении языком делается на практические занятия и его активное использование, иностранные студенты, изучающие английский язык в Великобритании, неизменно показывают более высокие результаты на экзаменах. 10. Постдипломное образование Термин «постдипломное образование» употребляется в Великобритании для обозначения любого вида обучения после получения одной из ученых степеней. Большинство учебных заведений для зачисления на курс постдипломного образования требуют наличия, как минимум, эквивалента степени, соответствующей степени бакалавра британского университета по выбранной дисциплине. Некоторые учебные заведения также могут требовать наличия у абитуриента практического опыта работы по специальности. И все без исключения учебные заведения предъявляют очень строгие требования к уровню владения английским языком, который должен позволять иностранному студенту успешно справляться с программой курса. Постдипломные курсы бывают двух видов: теоретические и научноисследовательские. По окончании теоретических курсов может быть получено либо соответствующее свидетельство или диплом, либо присвоена степень магистра. Научно-исследовательский курс позволяет студентам предложить и 76

провести свою собственную программу исследования и обычно бывает составной частью более широкой научно-исследовательской программы. В том, что касается основных различий в стиле обучения между преддипломными и постдипломными курсами, следует отметить, что преподаватели относятся к студентам, проходящим постдипломное обучение, во многом как к равным и как к своим коллегам. 11. Курсы на соискание ученых степеней Система британского образования позволяет выпускникам получать самые современные и нужные на сегодняшнем рынке знания и навыки. Поэтому их с удовольствием берут на работу ведущие компании. Студенты могут выбирать из десятка тысяч различных курсов и огромного числа учебных заведений. Поэтому они всегда могут найти для себя нужную программу и самое подходящее место для ее изучения. Иностранные студенты, имеющие необходимую квалификацию, могут воспользоваться различными возможностями для поступления на курс на соискание какой-либо из ученых степеней. Как и в случае с британской квалификацией уровня «А» или ее зарубежным аналогом, иностранные студенты могут поступить на курс на соискание ученой степени, окончив вначале подготовительный курс (ассеss оr foundation соurse), который поможет им восполнить возможные пробелы в необходимой подготовке. Как правило, курсы на соискание ученой степени в Великобритании короче, чем аналогичные курсы в США или Австралии, поэтому выпускники могут раньше начать самостоятельно зарабатывать на жизнь. 12. Простота поступления Служба приема в университеты и колледжи (UCAS) позволяет абитуриенту подать заявление сразу в несколько (но не более шести) различных учебных заведений. Для этого им нужно заполнить всего одну форму. В настоящее время более 180 учебных заведений в Великобритании присваивают степень бакалавра. Большинство из этих учебных заведений – университеты, от старейших Оксфорда, Кембриджа, а также четырех знаменитых университетов в Шотландии и основанных в прошлом веке университетов в небольших городах (получивших название «зданий из красного кирпича») до современных университетов, появившихся после изменения законодательства в 1992 году. Ученую степень также можно получить в колледжах при университетах и в некоторых колледжах дальнейшего образования. Основу программ на соискание ученой степени составляют лекции. Однако большое внимание уделяется и практическим семинарам, где студенты обсуждают пройденный материал и обмениваются мнениями с преподавателями. В дополнение к лекционным и семинарским занятиям студенты должны самостоятельно изучить значительный объем литературы, и они сами несут ответственность за эту сторону учебного процесса. 77

13. Среднее специальное образование Курсы среднего специального образования позволяют студентам в короткие сроки овладеть избранной специальностью. А тесные связи британских колледжей с деловой сферой обеспечат выпускникам соответствие полученных знаний и навыков требованиям рынка. Многие колледжи и университеты предлагают курсы на получение ученой степени в более камерной обстановке колледжа, а также позволяют студентам поступить на курс на соискание ученой степени на второй или третий год обучения. Студенты могут сами выбирать курсы из программ академического и среднеспециального обучения, получая таким образом все необходимые им для дальнейшей карьеры знания. Колледжи дальнейшего образования предлагают курсы, позволяющие студентам получить все необходимые знания и навыки для овладения определенной профессией, общее образование по всем предметам и на всех уровнях, подготовительные курсы для поступления в высшие учебные заведения и курсы совершенствования английского языка. Адреса и телефоны офисов Британского совета вы сможете найти в Интернете: http://www.educationuk.org., http://www.britishcouncil.ru.

78

TEST YOURSELF 1. Underline the most suitable word or phrase: a) Jack decided to take a course/lesson in hotel management. b) Sheila always got good marks/points in algebra. c) After leaving school, Ann studied/trained as a teacher. d) Peter decided not to go in/enter for the examination. e) My sister learned/taught me how to draw. f) I can’t come to the cinema. I have to read/study for a test. g) In history we had to learn a lot of dates by hand/heart. h) I hope your work will improve by the end of course/term. i) Martin failed/missed his maths exam and had to sit it again. j) If you have any questions, raise/rise your hand. 2. Complete each sentence with a word from the box. Use each word once only: cheat copy memorise pay revise concentrate divide pass punish underline a) Our teachers used to _____ us by making us stay behind after school. b) If you _____ twenty-seven by nine, the answer is three. c) Try to _____ the most important rules. d) It is difficult to _____ attention in a noisy classroom. e) Pauline tried her best to _____ the end of year examinations. f) Your work is the same as Harry’s. Did you _____ his work? g) Your mind is wandering! You must _____ more! h) Helen decided to _____ all her work at the end of every week. i) It’s a good idea to _____ important parts of the book in red. j) The teacher saw Jerry trying to _____ in the exam. 3. Match the words in the box with a suitable definition (a-j). Use each word once only: classmate examiner learner principle coach graduate lecturer professor a) Someone who teaches at a university. b) Someone who has a college degree. c) The head of a school. d) Someone who studies at primary or secondary school. e) The most important teacher in a university department. f) Someone who teaches one student or a very small class. g) Someone in the same class as yourself. h) Someone who trains a sports team. i) Someone who writes the question papers of an examination. j) Someone who drives but has not yet passed a driving test. 79

pupil tutor

4. Complete each sentence (a–j) with a suitable ending (1–10). Use each ending once: a) Joe was absent most of the time. b) Sue wanted to do the experiment for herself. c) James was a very gifted pupil. d) Lucy couldn’t find a duster to clean the board. e) Dave could pick up languages very easily. f) Brenda wanted to leave space for corrections. g) Tony didn’t pay attention in class. h) Helen was educated at home by her parents. i) Brian attended evening classes in photography. j) Cathy wanted to get into university. 1) so he didn’t have any problems passing his exams. 2) so he started talking in French after only a few days. 3) so she had to study for the entrance examinations. 4) so his name was removed from the register. 5) so he didn’t go out with his friends much during the week. 6) so she wrote her answers in the corner. 7) so she didn’t have many friends of her own age. 8) so she wrote everything on alternate lines. 9) so she went to the science laboratory. 10) so he could never remember what the teacher had said.

5. Choose the most suitable word or phrase to complete each sentence: a) Helen’s parents were very pleased when they read her school _____. A) report B) papers C) diploma D) account b) Martin has quite a good _____ of physics. A) result B) pass C) understanding D) head c) In Britain, children start _____ school at the age of five. A) kindergarten B) secondary C) nursery D) primary d) Edward has a _____ in French from Leeds University. A) certificate B) degree C) mark D) paper e) My favourite _____ at school was history. A) topic B) class C) theme D) subject f) It’s time for a break. The bell has. A) gone off B) struck C) rung D) sounded g) Our English teacher _____ us some difficult exercises for homework. A) set B) put C) obliged D) made h) Before you begin the exam paper, always read the _____ carefully. A) orders B) instructions C) rules D) answers i) If you want to pass the examination, you must study _____ . A) hard B) enough C) thoroughly D) rather j) Most students have quite a good sense of their own _____ . A) grasp B) ability C) idea D) information 80

6. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line: School report Margaret started English Literature this term, and I am afraid that INTRODUCE her (1) ____ to the subject has not been entirely (2)____ She has not shown much enthusiasm, SUCCESS and does not always pay (3) ____ in class. Her assignments ATTEND are often (4) ____, because she is so untidy, and because READ of her (5) ____ to check her work thoroughly. She failed FAIL to do any (6) ____ before the end of term test, and had REVISE poor results. She seems to have the (7) ____ idea that MISTAKE she can succeed without studying. She has also had many (8) ____ and has frequently arrived late for class. This ABSENT has resulted in several (9) ____ . Although PUNISH Margaret is a (10) ____ student in some respects, she GIFT has not had a satisfactory term. 7. Decide which answer (A, B, C or D) best fits each space: Learning how to learn There is usually one important (1) _____ missing from most school (2) _____. Very few students are (3) _____ how to organize their learning, and how to (4) _____ the best use of their time. Let’s take some simple (5) _____ Do you know how to (6) _____ up words in a dictionary, and do you understand all the (7) _____ the dictionary contains? Can you (8) _____ notes quickly, and can you understand them (9) _____ ? For some reason, many schools give learners no (10) _____ with these matters. Teachers ask students to (11) _____ pages from books, or tell them to write ten pages, but don’t explain (12) _____ to do it. Learning by (13) _____ can be useful, but it is important to have a genuine (14) _____ of a subject. You can (15) _____ a lot of time memorizing books, without understanding anything about the subject! 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15)

A theme A agendas A taught A take A sentences A find A information A do A after A teaching A concentrate A how A the way A information A pass

B book B timetables B learnt B give B results B look B advise B send B afterwards B ability B remind B what B heart B success B waste

C subject C terms C educated C get C rules C research C subjects C make C lastly C instruction C forget C why C now C understanding C tell 81

D mark D organizations D graduated D make D examples D get D themes D revise D at last D help D memorize D it D law D attention D use

EXAM PRERATION To get ready for the answer at the oral exam, answer the following block of questions, using the words in brackets. 1. What stages of education are there in England and Wales? (compulsory, preschool, primary, secondary, further, higher…) 2. Which of stages of education are compulsory? 3. In what institutions can children get pre-school education? (nursery, infant...) 4. Do all children attend nursery schools or classes? 5. Who is responsible for the provision of maintained school education? 6. Do all primary and secondary schools in England and Wales belong to the state system? 7. In what schools within the maintained system can children get primary education? 8. What is the aim of primary education? 9. What methods of teaching are used in primary schools? 10. What subjects are studied in primary school? 11. At what age are pupils usually transferred to secondary schools? 12. What was the “eleven Plus”? 13. Try to explain the difference between dividing pupils into “streams” A-B-C-D? 14. What secondary schools maintained by the state do you know? (secondary, grammar, secondary modern, technical, comprehensive, first, middle, mixed, special…) 15. Are all of secondary schools mixed? 16. What kind of education do grammar schools offer? 17. What does the term comprehensive imply? 18. What is the difference between selective and comprehensive education. 19. What percentage of secondary school children go to fee-paying school? 20. Which subjects in the British national curriculum have you studied in your own school system? 21. What are the proclaimed advantages of comprehensive schools? 22. What does the tern “independent schools” imply? 23. What is very puzzling to foreigners? 24. What are the three main of a public school education? 25. What types of independent schools do you know? (grammar, mixed, singlesex, special, independent, public…) 26. Which are the most notable public schools? 27. What do public schools train pupils for? 28. What does the tern “boarding school” imply? 29. How many independent schools are there in Great Britain? 30. Do all children can study at the independent schools? 82

31. What kind of education do grammar schools offer? 32. What kind of education do technical schools offer? 33. What do you know about Secondary modern schools? 34. What are the principal examinations taken by secondary school pupils in England? 35. What exams are taken at the age of 18? 36. What subjects are included into the curriculum of secondary school? 37. How can you account for the fact that the percentage of those attending comprehensive schools is becoming a bit lower nowadays? 38. Can the “Sixth Form” be compared with anything in our education? 39. What are the advantages and disadvantages of project work? 40. What are the three terms of the school year? 41. How many subjects is it necessary to pass in order to gain the GCE (CSE)? 42. What exams are taken at the age of 18? 43. What are the “first”, “middle”, “upper” schools in England? 44. Are there any special schools in Great Britain? 45. How long does it usually take to finish degree in your country? 46. Do you need to pass any examinations before you can go to University? 47. What is the percentage of men and women students in British universities? 48. What is a graduate? 49. What do the abbreviations B.A., B.Sc, M.A., M.Sc stand for? 50. When can these degrees be received by a student? 51. Do students get a grant to study at University? 52. Is the tuition free if you go to University? 53. Do you have similar postgraduate degrees in your country? 54. What is a secondary vocational school in your country? What opportunities does ot offer young people? 55. What do you know about the oldest Universities? 56. In what educational establishments do you get higher education in Great Britain? 57. What do you know about Polytechnics? 58. Is there any difference between Universities and Polytechnics in Great Britain? 59. What do colleges of further education offer to students? 60. What should you do if you want to study at home? 61. What do you know about the open Universities? 62. What features of English education would you like to introduce into the system of education in Russia? 63. What is the duration and vacations in a British University? 64. Who is the head of University? 65. Who helps professors? 66. Do all students have a chance to organize discussions? 67. Are there many types of colleges in England? 83

68. How many years is it necessary to study to become a teacher? 69. Who is a good teacher in your opinion? 70. What are characteristics of a good teacher? 71. How is teaching organized in schools in your country? 72. What forms f reward and punishment are normally used? 73. How are children and parents informed of progress? 74. In what way are parents involved with the school? 75. What are the common pupils’ norms of behavior?

84

APPENDIX A FRESHMAN’S EXPERIENCE From “Daddy Long-Legs” by Jean Webster The book “Daddy Long-Legs” by an American writer Jean Webster (1876–1916) is a novel written in the form of letters. The author of these letters, a young girl, Judy by name, writes them to her guardian, a rich man whom she has never seen. Judy was brought up in an orphan asylum where her life was hard. The children were wholly dependent on charity. They were badly fed and had to wear other people’s cast-off clothes. Judy was a very bright girl and when she finished school, her guardian sent her to college. Judy feels very happy about it. She hopes to become a writer and pay back the money spent on her education by her guardian. About the latter the girl knows almost nothing: she knows that he is a very tall man. That is why she jokingly calls him Daddy Long-Legs. This text is one of her letters giving us a glimpse of her early college impressions. October, 25th Dear Daddy Long-Legs, College gets nicer and nicer, I like the girls and the teachers and the classes and the campus 39 and the things to eat. We have ice-cream twice a week and we never have corn-meal mush. The trouble with college is that you are expected to know such a lot of things you’ve never learned. It’s very embarrassing at times. I made an awful mistake the first day. Somebody mentioned Maurice Maeterlinck1, and I asked if she was a freshman. The joke has gone all over college. Did you ever hear of Michaelangelo? He was a famous artist who lived in Italy in the Middle Ages. Everybody in English Literature seemed to know about him, and the whole class laughed because I thought he was an archangel. He sounds like an archangel, doesn’t he? But now, when the girls talk about the things that I never heard of, I just keep still and look them up in the encyclopedia. And anyway, I’m just as bright in class as any of the others, and brighter than some of them! And you know, Daddy, I have a new unbreakable rule: never to study at night, no matter how many written reviews are coming in the morning. Instead, I read just plain books – I have to, you know, because there are eighteen blank years behind me. You wouldn’t believe what an abyss of ignorance my mind is; I am just realizing the depths myself. I never read “David Copperfield”, or “Cinderella”, or “lvanhoe”, or “Alice in Wonderland”, or “Robinson Crusoe”, or “Jane Eyre”. I didn’t know 1

Maurice Maeterlinck (1862–1949): a Belgian poet and dramatist. 85

that Henry the Eighth was married more than once or that Shelley was a poet. I didn’t know that people used to be monkeys, or that George Eliot was a lady. I had never seen a picture of the “Mona Lisa” and (it’s true but you won’t believe it) I had never heard of Sherlock Holmes. Now I know all of these things and a lot of others besides, but you can see how much I need to catch up. November, 15th Your five gold pieces were a surprise! I’m not used to receiving Christmas presents. Do you want to know what I bought with the money? 1. A silver watch to wear on my wrist and get me to recitations in time. 2. Matthew Arnold’s poems2. 3. A hot-water bottle. 4. A dictionary of synonyms (to enlarge my vocabulary). 5. (I don’t much like to confess this last item, but I will.) A pair of silk stockings. And now, Daddy, never say I don’t tell all! It was a very low motive, if you must know it, that prompted the silk stockings. Julia Pendleton, a sophomore, comes into my room to do geometry, and she sits cross-legged on the couch and wears silk stockings every night. But just wait – as soon as she gets back from vacation, I shall go in and sit on her couch in my silk stockings. You see the miserable creature that I am – but at least I’m honest; and you knew already, from my asylum record, that I wasn’t perfect, didn’t you? But, Daddy, if you’d been dressed in checked ginghams all your life, you’d understand how I feel. And when I started to the high school, I entered upon another period even worse than the checked ginghams. The poor box3. You can’t know how I feared appearing in school in those miserable poorbox dresses. I was perfectly sure to be put down in class next to the girl who first owned my dress, and she would whisper and giggle and point it out to the others. To recapitulate (that’s the way the English instructor begins every other sentence), I am very much obliged for my presents. I really believe I’ve finished. Daddy. I’ve been writing this letter off and on for two days, and I fear by now you are bored. But I’ve been so excited about those new adventures that I must talk to somebody, and you are the only one I know. If my letters bore you, you can always toss them into the waste-basket. Good-bye, Daddy, I hope that you are feeling as happy as I am. Yours ever, Judy.

2 3

Matthew Arnold (1822–1888), an English critic and poet. A box (usu in a church) in which money may be placed to be given to poor. 86

EXERCISES I. Answer the following questions: 1. What did Judy mean by classes and campus? 2. Why did Judy mention ice-cream and соrn-meal mush in her letter? 3. What did Judy think was the trouble with college? 4. What joke had gone all over college? 5. Why did Judy keep still when the girls spoke about things she didn’t know? 6. Why didn’t Judy study at night, no matter how many written reviews were coming in the morning? 7. In what way did Judy want to catch up with the group? 8. What did Judy mean by saying that she was at least honest? 9. What did Judy mean by saying writing this letter off and on for two days? 10. Where had Judy studied before college? 11. Why did Judy feel embarrassed at times? 12. What did Judy mean by blank years and abyss of ignorance? 13. What shows that the text was written by an American writer? II. Explain (in English) what is meant by and give Russian equivalents of: A. blank wall, blank look, blank verse, blank sheet, blank form, blank cheque, blank years, blank mind, blank face; B. empty room, shallow interests, vacant house, shallow girl, bright dress, bright face, bright child, bright eyes, ignorant person, incomparable bore. III. Paraphrase the following sentences: 1. He stared at her in utter astonishment. 2. He opened his eyes for a short while but then lost his consciousness again. 3. A faint smile enlivened her face for a moment. 4. There was a gap in my memory. 5. There are many interesting items in the newspaper today. 6. The silk stockings caused Judy’s envy. 7. He used to be a capable pupil. 8. The letter aroused great interest. 9. At times she felt very unhappy. 10. The trouble with him is that he is a light-minded person. 11. This fruit is quite eatable, I’d say. 12. Your friend differs much from what he was years ago. IV. Translate the following sentences into English: 1. Вы хорошо знаете свою роль или вам нужен суфлер? 2. Конечно, у Джуди были недостатки, но она по крайней мере была честна. 87

3. Она очень волновалась, так как именно ее доклад был первым. 4. Девушкам не разрешалось выходить с территории колледжа после того, как колокол пробьет десять. 5. Оливер Твист воспитывался в работном доме (work-house). С раннего возраста детям приходилось много работать, одеваться в чужие обноски и есть одну овсянку. Большинство учителей, невежественные люди, очень жестоко обращались с детьми. 6. Не подсказывайте. Она знает урок и просто немного волнуется. 7. Вам нужно заполнить бланк и расписаться вот здесь. 8. Простое белое платье Джеммы очень шло ей. 9. Княжна Марья была некрасива, но улыбка, освещавшая ее лицо, была прелестна. 10. Ирэн всегда одевалась просто, но с большим вкусом. 11. Глаза мальчика блестели от возбуждения. 12. Джуди поняла свою ошибку только тогда, когда ее подруги начали смеяться. 13. Свежий воздух и простая пища – вот что ему нужно сейчас. 14. Временами ей казалось, что она не сможет вынести такого горя. Но у нее был сын, о котором надо было заботиться. 15. Я еще не привык работать с магнитофоном. 16. Беда в том, что я потеряла билеты и не могу их найти. V. Retelling: a. Retell the contents of Judy’s letter in Indirect Speech. b. Retell the contents of Judy’s letter as her guardian might describe it to a friend of his. c. Describe Judy’s first steps in college as Julia Pendleton might be describing them to a friend of hers. d. Give a summary of the text VI. Insert prepositions or adverbs where necessary: 1. The trouble ... the book is that it’s boring me ... death. 2. It will take me ... least a month to catch ... the group. 3. What did you buy ... the money you got ... your father? 4. I need an alarm clock to wake me up ... time. 5. I’ve been writing the letter ... and ... two days, now I’ve finished it ... last. 6. I was perfectly sure to be put ... the desk next ... the girt whom I didn’t like to sit ... 7. His visit was a surprise ... me, I didn’t know he was ... town. 8. When I come ... some English words which I don’t know I always look them ... the dictionary. 9. In his speech he pointed ... all the drawbacks ... our work. 88

10. The drills on the English sounds bore me ... times, but I know that they are very useful. 11. He helped me a lot ... my mathematics and I’m much obliged ... him ... it. VII. Revise Essential Vocabulary and translate the following: 1. Вы должны догнать группу, как бы много ни пришлось вам работать. 2. Он до смерти надоел мне рассказами о своих приключениях. 3. У него по крайней мере пять ошибок в каждой контрольной. 4. Вся беда в том, что у меня с собой только 50 копеек. Что я могу купить на эти деньги? 5. Как бы много новых слов ни было в тексте, я все их смотрю в словаре. 6. Вы делаете ошибки в каждом втором предложении. 7. Я не раз говорила этому студенту второго курса, что, если он хочет выдержать экзамен, ему надо больше заниматься. 8. Предполагается, что все студенты знают, когда начинаются экзамены. 9. Трудно признаваться в том, что ты не прав, но он был вынужден сделать это. 10. Я знаю, что поступила плохо, но, по крайней мере, я осознала, что мне не следовало так поступать. 11. Этот живой, сообразительный мальчик очень понравился Оливеру, и они стали друзьями. 12. Я вам признателен за помощь. 13. Вы должны читать больше, это позволит вам значительно расширить ваш запас слов. 14. Он смотрел на меня непонимающим взглядом, как будто не слышал, что я говорю. 15. С какой стати вам так волноваться из-за мелочей? 16. Учитель указал на наиболее грубые ошибки в диктанте, просто и ясно объяснил правила, которыми нужно пользоваться, чтобы избежать их. 17. Подробно опишите свои впечатления от этой поездки. 18. Мне нравились в нем ясный ум и простая речь. 19. Что привело класс в такое возбуждение? – Волнующая для них новость; у них будет новый учитель по геометрии. 20. Они были когда-то хорошими друзьями. Просто не могу себе представить, почему они поссорились. 21. Старик указал на картину, которая висела на противоположной стене.

89

VIII. Translate the text into Russian: Dear Daddy Long-Legs, You never answer any questions, you never show the slightest interest in anything I do. I haven’t a doubt that you throw my letters into the waste-basket without reading them. Hereafter I shall write only about work. My re-examinations in Latin and Geometry came last week. I passed them both and am now a Sophomore. I came up a fortnight ago, sorry to leave the farm, but glad to see the campus again. It is pleasant to come back to something familiar, I am beginning to feel at home in college. I am beginning chemistry, a most unusual study. I’ve never seen anything like it before. I am also taking logic. Also history of the whole world. Also plays of William Shakespeare. Also French. I should rather have elected Economics than French, but I didn’t dare, because I was afraid that unless I re-elected French, the Professor would not let me pass – as it was. I just managed to squeeze through the June examinations. But I will say that my high-school preparation was not very good. And here is news for you. I have begun to be an author. A poem entitled “From my Tower” appears in the February “Monthly” – on the first page, which is a very great honour for a Freshman. My English instructor stopped me on my way out of college last night, and said it was a charming piece of work except for the sixth line, which had too many feet. But sometimes a dreadful fear comes over me that I’m not a genius. Yours truly, Judy (From “Daddy Long-Legs” by Jean Webster) IX. Speak about Judy. Describe her as fully as you can. When pointing out this or that trait in her character, give your reasons. X. Compose dialogues and perform them in class: 1) between Judy and Julia Pendleton about Judy’s guardian; 2) between two of Judy’s fellow-students about Judy; 3) between Judy and the English instructor.

90

TOPICAL VOCABULARY College Life academic hour advanced student analytical reading applicant assignment assistant professor associate professor at the expense of the state Bachelor’s degree

учебный час сильный студент аналитическое чтение абитуриент задание и.о. доцента доцент за счёт государства степень бакалавра

be absorbed be bored be good at smth. be used to smth. be on be smth. by training campus

быть поглощённым, увлечённым скучать хорошо уметь делать что-либо привыкнуть к чему-либо идти (о лекции, занятии) быть кем-либо по специальности кампус, территория университета, колледжа или школы вести научно-исследовательскую работу навёрстывать упущенное, догонять свидетельство (об окончании среднего учебного заведения и пр.) пользоваться шпаргалкой проверять обучать (одного или группу) готовить кого-либо к экзамену университетский колледж университет; специальное высшее учебное заведение (педагогическое, военное и т.п.); средняя школа с интернатом учёба в колледже

carry on scientific/research work catch up (with) certificate cheat check up coach coach smb. for an exam college

college work

91

come down to a choice composition conversation cram наспех creative activities crèche crib curriculum deal with smb. dean dean’s office degree (to take one’s ~) department develop the best qualities in children devote much time to studies diploma disrupt classes dissertation distraction do postgraduate work do well draw out one’s abilities educate education (primaiy/secondary/higher ~) educational system enter a university eliminate the inequalities examination board extracurricular classes extramural education

встать перед выбором сочинение устная практика, разговор (аспект преподавания иностранного языка) зазубривать творческая деятельность ясли n. – шпаргалка; v. – списывать тайком учебная программа иметь дело с кем-либо декан кабинет декана ученая степень, звание (получить ~) отделение развивать в детях лучшие качества посвящать, уделять много времени учёбе диплом, свидетельство срывать занятия диссертация, трактат то, что отвлекает внимание учиться в аспирантуре справляться, успевать, хорошо учиться выявлять способность давать образование, воспитывать образование, обучение (начальное/среднее/высшее ~) система образования поступить в университет ликвидировать неравенство экзаменационная комиссия факультативные занятия заочное обучение 92

extracurricular activities examine examination (exam) examination period (exams) examination question (paper) essay faculty faculty office fail an examination in smth. failure fall (lag) behind final exams (finals) free of charge freshman (Am.) full-time student get down to work get on well (in/at smth.) give a pass give up go to lectures go up to university grammar grammatical theory grade (Am.) graduate from a university graduate graduation dissertation grant grind away (for, at) have a lecture have classes in smth.

внеаудиторная работа экзаменовать, принимать экзамен экзамен экзаменационная сессия экзаменационный билет сочинение, эссе факультет деканат провалиться на экзамене провал, неудача отставать выпускные экзамены бесплатно первокурсник (амер.) студент дневного отделения приниматься за работу хорошо успевать (по какому-либо предмету) поставить зачет оставить, отказаться (от работы, учёбы) ходить на лекции поступать в университет грамматика теоретическая грамматика оценка (амер.) окончить университет выпускник дипломная работа стипендия зубрить проводить лекцию проводить занятия по какому-либо предмету

93

have a good command of smth. head of department hold examinations holidays (vacation) home-reading homework hostel honor certificate humanities improve instruct illiteracy intern teacher junior keep up (with smb.) keep in one’s head lack (smth.) lack of understanding learn learn smth. by heart lecture lecturer learning centers library card live in a hall of residence major in smth. (Am.) make progress (in smth.) Master’s degree master memorize merge

хорошо владеть чем-либо; хорошо уметь делать что-либо зав. кафедрой проводить экзамены каникулы домашнее чтение домашнее задание общежитие почётная грамота гуманитарные предметы совершенствовать(ся) обучать (чаще практическим навыкам) неграмотность учитель стажер студент младших курсов не отставать, держаться наравне с кем-либо держать в голове не хватать (о чём-либо) отсутствие понимания изучать, учить, учиться учить наизусть лекция преподаватель, лектор учебные центры читательский билет жить в общежитии специализироваться по какому-либо предмету (в колледже и т.п.) делать успехи (в чём-либо) степень магистра владеть, овладевать (языком и т.п.) заучивать наизусть сливаться 94

merit miss classes (~ on a plausible excuse, for a good reason) modern school neglect observe a lesson oral paper pass an examination pass in smth. part-time student period Philology phonetics pick up

pick up a foreign language play truant post-graduate student professor polytechnic preliminary course provide benefits to students put off read up for exams reader record book (students’ record book) rector residential college sandwich course scientific adviser

заслуживать пропускать занятия (~ по уважительной причине) современная неполная средняя школа пропускать, забрасывать посетить урок с целью посмотреть, как его проводить защита диссертации доклад сдать экзамен выдержать экзамен студент вечернего отделения урок, учебный час филология фонетика (разг.) нахвататься (обрывков знаний), научиться, не обучаясь специально, между делом нахвататься фраз на иностранном языке прогуливать уроки аспирант профессор высшее политехническое учебное заведение подготовительный курс предоставлять льготы студентам откладывать готовиться к экзаменам преподаватель (университета), лектор зачётная книжка ректор колледж, где студенты учатся и живут курс, сочетающий занятия с работой научный руководитель 95

scholarship (apply for a ~) (get/receive/win a~) semester (Am.) senior senior lecturer senior pupil session students’ membership card subdean specialize in smth. stream students’ council students’ society study subsidize summon the parents to school synopsis pl. -es [i:z] take a degree take an examination take notes talk (give a ~ on smth.) teach (English) teacher (a history teacher) teacher training teacher’s certificate teacher’s training college teaching profession teaching staff [st f]

стипендия подавать документы на получение стипендии получать стипендию семестр студент старшего курса старший преподаватель старшеклассник сессия студенческий билет зам. декана специализироваться в чём-либо делить на потоки студенческий совет студенческое общество заниматься, изучать (какой-либо предмет) субсидировать вызывать родителей в школу конспект(ы) получить учёную степень держать, сдавать экзамен делать записи, пометки беседа, лекция, сообщение сделать сообщение на тему/о ... преподавать (английский язык) учитель, преподаватель (учитель истории) подготовка к преподавательской деятельности диплом учителя педагогический институт профессия педагога преподавательский состав 96

test period thesis , pi. -es [i:z] train translation tuition pay tuition fee free (half) tuition tutor to tutor (~ smb in Latin)

tutorial undergraduate university under the supervision of a teacher vice-rector ways of teaching written composition written reproduction yearly essay

зачётная сессия диссертация(и) обучать, обучаться, учить (профессии, мастерству) перевод обучение оплачивать обучение бесплатное обучение (половина платы) п. – руководитель группы студентов v. – давать частные уроки; руководить работой студентов учить кого-либо латинскому языку 1) занятие, 2) консультация студент университет под наблюдением учителя проректор методы обучения письменная практика изложение курсовая работа

Conversational formulas: I have passed. I have failed. То get smth. down pat.

Я сдал. Я не сдал. Вызубрить так, чтоб от зубов отскакивало. Crammer/tool/mug. Зубрилка. It goes in one ear and out the other. В одно ухо влетает, в другое вылетает. He crammed the pupil Он натаскивал ученика к экзамену. for an examination.

97

Types of schools: maintained (state), county, voluntary, nursery, infant, junior, secondary, grammar, secondary modern, technical, comprehensive, all-through, first, middle, upper, mixed, single-sex, special, independent, pre-preparatory, preparatory, public, sixth college, tertiary college. Stages of Education: compulsory, pre-school, primary, secondary, further, higher. Education policy: administration, schooling, full-time education, part-time education, class-divided and selective system of education, to sustain inequality of opportunity, the Department of Education and Science, Local Education Authorities, to be responsible for national education policy, to run a school, the provision of school, to provide maintained school education. Management: Headteacher, Principal, Assistant Principal, Acting Head Teacher, staff, governing body, to have responsibility, to employ teachers, provide and maintain buildings, supply equipment, provide grants, appointment and dismissal of staff. Admission: to admit, to allocate, to apply for admission, selective procedure, intelligence tests, substitute for the abolished 11+ exams, to measure inborn abilities, to coach for, without any reference to a child’s ability or aptitude, to transfer from one class to another. Curriculum: broad curriculum, academic course, non-academic course, vocational bias, foundation course, foundation subjects, to meet special interest, common curriculum, simplified curriculum, education with a practical slant for lower-attaining pupils, subject teaching, specialist teacher, to have set periods, remedial teaching. Examinations: GCSE (exam), to sit for an exam; “A” level exam; Common Entrance Exam; to be set and marked by; to hand the papers out; examing board; grades, “pass” grade; resit and retake; unsuccessful pupil; to repeat the year; to pass an exam, to keep up with the group; to fall behind. Routine, exclusion from privileges, collection of litter suspension from school, withdrawal from lessons, setting extra work, putting “on report”, telling the parents.

98

СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ И ИНТЕРНЕТ-РЕСУРСОВ 1. Английский язык для студентов университетов. Чтение, письменная и устная практика / Е.М. Меркулова и др. Серия «Изучаем иностранные языки». СПб.: Союз, 2000. 384 с. 2. Evans V., Edwards L. Upstream Advanced. Express Publishing, 2003. 246 p. 3. Hastings B., Uminska M. Longman Exam Accelerator. Longman, 2008. 177 p. 4. Craven M. Listening Extra. Cambridge University Press, 2004. 140 p. 5. Gammidge M. Speaking Extra. Cambridge University Press, 2004. 130 p. 6. Driscoll L. Reading Extra. Cambridge University Press, 2004. 124 p. 7. http://www.bbc.co.uk/learningenglish/. 8. https://studyenglishwords.com/book. 9. http://www.learnenglishfeelgood.com/vocabulary/.

99

Квасюк Елена Николаевна, Саватеева Оксана Викторовна COLLEGE LIFE Учебное пособие

Подписано в печать 17.01.2019. Формат 60×90/16. Усл. печ. л. 6,25. Тираж 300 экз. Отпечатано в редакционно-издательском отделе (РИО) МАГУ. Мурманский арктический государственный университет. 183038, г. Мурманск, ул. Капитана Егорова, 15. 100

101