1.4. (8 X 2 points) Put in a suitable verb in the correct form, “-ing” (a) or “to…” (b). Sometimes either form is possible. Write your answers (letters a or b) in the boxes.

1. When I have to catch a train, I’m always worried that I’ll miss it. So I like (get) to the station in plenty of time.

2. Have you got a moment? I’d like (talk) to you about something.

3. Do you mind (travel) such a long way to work every day?

4. Ann loves (cook) but she hates (wash) up.

5. I can’t stand people (tell) me what to do when I’m driving.

6. I don’t like this house. I would hate (live) here.

7. Do you like (drive)?

8. I very much enjoy (listen) to classical music.

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1.5. (5 X 2 points) Rewrite the sentence using linking words given below. Think about its appropriate in the sentence. Write your answers in the boxes.

Both … and and also and …too and … as well as well as

We offer good quality and cheap prices.

1.6. (3 x 1 points) Match word sets with the associated categories. Write your answers (A – C) in the boxes.

1: Financial terms 2: Engineering 3: Education 4: Religion

a: debt, turnover, assets, dividend c: run several lines, project, general layout, plant b: freshman, exact sciences, curriculum

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Раздел 2.

Английский для академических целей

2.1. (8x2 points) Written by John Henry Newman in 1852, the following passage presents Newman’s idea of the purpose and benefits of a university education.

I have said that all branches of knowledge are connected together, because the subject-matter of knowledge is intimately united in itself. Hence it is that the Sciences, into which our knowledge may be said to be cast, have multiple bearings on one another, and an internal sympathy, and admit, or rather demand, comparison and adjust­ment. They complete, correct, and balance each other. This consideration, if well-founded, must be taken into account, not only as regards the attainment of truth, which is their common end, but as regards the influence which they excise upon those whose education consists in the study of them. I have already said, that to give undue prominence to one is to be unjust to another; to neglect or supersede these is to divert those from their proper object. It is to unsettle the boundary lines between science and science, to disturb their action, to destroy the harmony which binds them together. Such a proceeding will have a corresponding effect when introduced into a place of edu­cation. There is no science but tells a different tale, when viewed as a portion of a whole, from what it is likely to suggest when taken by itself, without the safeguard, as I may call it, of others.

Let me make use of an illustration. In the combination of colors, very different effects are produced by a difference in their selection and juxtaposition; red, green, and white, change their shades, accord­ing to the contrast to which they are submitted. And, in like manner, the drift and meaning of a branch of knowledge varies with the com­pany in which it is introduced to the student. If his reading is confined simply to one subject, however such division of labor may favor the advancement of a particular pursuit, a point into which I do not here enter, certainly it has a tendency to contract his mind. If it is incor­porated with others, it depends on those others as to the kind of influ­ence that it exerts upon him. Thus the Classics, which in England are the means of refining the taste, have in France subserved the spread of revolutionary and deistical doctrines. In a like manner, I sup­pose, Arcesilas would not have handled logic as Aristotle, nor Aristo­tle have criticized poets as Plato; yet reasoning and poetry are subject to scientific rules.

It is a great point then to enlarge the range of studies which a Uni­versity professes, even for the sake of the students; and, though they cannot pursue every subject which is open to them, they will be the gainers by living among those and under those who represent the whole circle. This I conceive to be the advantage of a seat of universal learning, considered as a place of education. An assemblage of learned men, zealous for their own sciences, and rivals of each other, are brought, by familiar intercourse and for the sake of intellectual peace, to adjust together the claims and relations of their respective subjects of investigation. They learn to respect, to consult, to aid each other. Thus is created a pure and clear atmosphere of thought, which the student also breathes, though in his own case he only pursues a few sciences out of the multitude. He profits by an intellectual tradition, which is independent of particular teachers, which guides him in his choice of subjects, and duly interprets for him those which he chooses.

He apprehends the great outlines of knowledge, the principles on which it rests, the scale of its parts, its lights and its shades, its great points and its little, as he otherwise cannot apprehend them. Hence it is that his education is called “Liberal.” A habit of mind is formed which lasts through life, of which the attributes are, freedom, equitableness, calmness, moderation, and wisdom; or what in a former dis­course I have ventured to call a philosophical habit. This then I would assign as the special fruit of the education furnished at a University, as contrasted with other places of teaching or modes of teaching. This is the main purpose of a University in its treatment of its students.

1. The main idea of the first paragraph is that

a. each science should be studied independently.

b. the sciences are interrelated.

c. the boundary lines between each of the sciences should be

clearer.

d. some sciences are unduly given more emphasis than others

at the university level.

e. it is difficult to attain a proper balance among the sciences.

2. By the Sciences, the author means

a. the physical sciences only.

b. the social sciences only.

c. the physical and social sciences.

d. all branches of knowledge, including the physical and social sciences and the humanities.

e. educational methodologies.

3. The word excise most nearly means

a. remove.

b. cut.

c. impose.

d. arrange.

e. compete.

4. By using the word safeguard, the author suggests that

a. it is dangerous to limit one’s education to one field or area of specialization.

b. it is not safe to study the sciences.

c. the more one knows, the safer one will feel.

d. one should choose a second area of specialization as a backup in case the first does not work out.

e. each science has its own specific safety guidelines.

5. The purpose of the second paragraph is to

a. introduce a new idea.

b. develop the idea presented in the previous paragraph.

c. state the main idea of the passage.

d. present an alternative point of view.

e. compare and contrast different branches of knowledge.

6. The word apprehends means

a. understands.

b. captures.

c. fears.

d. believes.

e. contains.

7. Which of the following best describes the author’s idea of a liberal education?

a. in-depth specialization in one area.

b. free education for all.

c. a broad scope of knowledge in several disciplines.

d. training for a scientific career.

e. an emphasis on the arts rather than the sciences.

8. The author believes that a university should

I. have faculty representing a wide range of subjects and

philosophies

II. teach students how to see the relationships among ideas

III. teach students to understand and respect other points of view

IV. teach students liberal rather than conservative ideals

a. I and II only

b. I, II, and III

c. I and IV

d. IV only

e. all of the above

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