УМК – 4 семестр ( для студентов)

Задание 1. Прочитайте текст «Образование в России», выпишите новые слова в словарик, переведите текст. Read the next “Education in Russia”, write out new words, translate it.

Russians have always shown a great concern for education. The right to education is stated in the constitution of the Russia Federation. It's ensured by compulsory secondary schools, vocational schools and higher education establishment. It is also ensured by the development of extramural and evening courses and the system of state scholarship and grants.

Education in Russia is compulsory up to the 9th form inclusive. The stages of compulsory schooling in Russia are: primary education for ages 6-7 to 9-10 inclusive; and senior school for ages 10-11 to 12-13 inclusive, and senior school for ages 13-14 to 14-15 inclusive. If a pupil of secondary school wishes to go on in higher education, he or she must stay at school for two more years. Primary and secondary school together comprise 11 years of study. Every school has a "core curriculum" of academic subjects.

After finishing the 9th form one can go on to a vocational school which offer programmes of academic subjects and a programme of training in a technical field, or a profession.

After finishing the 11th form of a secondary school, a lyceum or a gymnasium one can go into higher education. All applicants must take competitive exam. Higher education institution, that is institutes or universities, offer a 5-years programme of academic subjects for undergraduates in a variety of fields, as well as a graduate course and writes a thesis, he or she receives a candidate’s degree or a doctoral degree.

Higher educational establishments are headed by Rectors. Protectors are in charge of academic and scientific work. An institute or a university has a number of faculties, each specializing councils which confer candidate and doctoral degrees.

The system of higher and secondary education in Russia is going through a transitional period. The main objectives of the reforms are: to decentralize the higher education system, to develop a new financial mechanism, to give more academic freedom to faculties and students. All secondary schools, institutes and universities until recently have been funded by the state. Now there is quite a number of private fee-paying primary and secondary schools, some universities have fee-paying departments.

Мой университет

Задание1. Listen to the pronunciation of words, put down the meaning of them into your dictionary.

Vocabulary:

a first-year student – студент первокурсник

entrance exams – вступительные экзамены

examination session- экзаменационная сессия

to pass the exam- сдавать экзамен

to be expelled – быть отчисленным

educational process – образовательный процесс

practical lessons- практические занятия

the Faculty of foreign languages- ф-т иностранных языков

to skip a lesson- прогуливать урок

to catch up with the program- наверстывать пропущенные занятия

to communicate with – общаться с

to be on good terms with-

get acquainted with- знакомиться

to mix up with- общаться (зд. слэнг - тусоваться)

to go in for sport- заниматься спортом

Задание 2. Read the text My University and answer the questions below.

I would like to express my opinion on the topic "My University”. It is a well-known fact that this year Perm State University is 90. It is a great date and in my composition I’ll try to give my opinion on my University. Firstly, I would like to compare PSU with other universities of our city. It is considered to be the best university of our city and one of the best universities of our country. I realized that I should study there and my parents wanted me to enter it. Besides, my sister is the most vivid example what PSU can give to a person. Today she has interesting well-paid job, which is connected with her education. So, I didn’t doubt what university to choose and where to study. Now I’m a first-year student. I passed entrance exams and I study here. As for entrance exams-I had only one exam, but it was horrible…It wasn’t difficult, but it was so nervous. The first examination session, of course, was difficult. So, everything is known in the comparison. Frankly speaking, I simply didn’t know how to pass the exam, what to do and that’s why it was difficult. More than that now I realized that it is easier to enter the university than to study here, to try not to be expelled. Speaking of the Faculty of foreign languages and modern literatures-I can say that it is one of the most difficult faculties of our university. Most of the educational process is practical lessons. Usually groups consist of 10 person and it is very easy to see whoever is working or not. And it is also very easy if one skips a lesson. If you missed some classes it is not so simple to catch up with the program later, because practical lessons give much to a person and nobody is going to explain you a new information again. I also think that every student must remember that in the university everybody treats like an adult and you should prove it and behave like an adult.

Concerning my lecturers-I find them great, because practically all of them are specialists who know more than one foreign language. Everyone has a good command of teaching. Each of them is different and we treat him/her differently. I think that it is the main thing in the university- we learn how to get on well with different people, who we have to communicate with practically every day.

Concerning my group I should say that everyone in my group is personality and that’s why it is very interesting to study in such a small group. You can get with people closer and you try to be on good terms with everyone. To tell the truth I get on well with everyone, but I have some people I spend more time with. We mix up in cinemas, cafés and clubs. In general I should say that the university changed me greatly. I get acquainted with many interesting people. As for me- it is very important because by nature I’m sociable and to mix up with people means to live for me.

As for the university building- I’m very glad that all the buildings are situated together and we don’t have to spend much time on moving from one building to another. The lecture-rooms of some buildings leave much to be desired, though now some buildings are under repair and maybe the lecture-rooms will be also repaired…who knows? Besides, I can note that in every building there is a snack bar, Xerox, book stalls. Without any doubts it makes the life of every student easier. You can ask me if there is something that I don’t like in the University. Of course, there is one. I mean the PT lessons and the fact that we have to attend them for 3 years. To my mind it is needless, because if one really wants to go in for sport, he will do it, find the way to do it himself. So, you can see my attitude to the University and make sure that the Perm State University gives many opportunities to a person.

Задание 3. Составьте вопросы к тексту. Работайте в парах.

A Normal Day at Lomonosov State University, Nov 2004, 11.20pm (Moscow time)

A totally normal day has passed. I have been to school and I have escaped from both my cold and my “weekly” swimming. I would dare calling it “quite successful”. Maybe it would interest you to know how one of these entirely normal days look? I will make an attempt to describe these normal days.

Since school always begins at 10am, my alarm-clock starts its attempts to wake me at 08.40am. Before this, I am usually waked up by my roommate’s wakeup-call at eight o’clock. The problem is he rarely answers it.

Well, when my mobile phone (that serves as clock) starts ringing I have the possibility to sleep for at least ten more minutes. But to get in time to the university I cannot sleep more then these ten extra minutes. With some luck and a show of “mental discipline” I get up and make myself more respectable. As usual, I try to make all morning routines as regular as possible. If I succeed with this, I can manage the morning half-sleeping, but still get through it at reasonable speed.

Therefore a normal morning looks like: up — towel — shower — make dry — dress — check contents of my bag (at this point I have to be more or less awake) — check contents of my pockets (money, mobile phone, student ID, passport, keys) — winter clothes — go out of door. Unfortunately at least one of these steps takes more time than calculated.

Usually I meet up with some friends on the way and we go together to the metro. The walk takes maybe one or two minutes, we go down the escalator and onto the platform, to the left-hand side. If we are unlucky we have to wait an unbearable 45 seconds (or thereabout) for the next train. But only if we get down so unfortunate, we see a train leave as we arrive. The morning traffic is very busy…

When I get off the train three stations away, I usually go to a little “bakery”. There I buy a round bread called “lepjoshka”. It resembles pita-bread and is filled with chicken or ham + cheese. Perfect on-the-fly-breakfast and very cheap (with Swedish standards). When I get to the Centre, I have just finished my breakfast. This will be about ten minutes later. The whole journey, door to door, takes just less than half an hour. A perfectly normal day, I arrive at the same time as the bell rings. This would mean I am roughly ten minutes late according to GMT. No worries, the teacher is almost always fifteen or twenty minutes late.

The school-day goes on until three o’clock, divided into three lessons. We have a shorter break and a lunch-break. Both are spent in the “stolovaja” (canteen). This place is marginally cheaper than other places in Moscow. Because of this, they seem to think they can ignore most of the responsibility for quality and good, humanly service. We have a lady in the coffee-bar that never (ever) smiles and a dear lady that shouts all prices at you when you come to pay for your lunch. Although there is a big sign outside that says the canteen does not serve anyone but students during lunch-breaks, there are always some military recruits or police officers present. This gives the final touch to this place, together with the “economical-looking” plastic flowers and table-cloths.

I still like the place, because it gives me a warm meal a day, I do not have to prepare myself.

When my day at the Centre is over I collect my things get my coat and leave either for home, or to a nearby supermarket.

The supermarket is nothing special, very international. It is called “Ostrov” (Island) and has most things students need. Beer, prefab-food, chilli-sauces, yoghurt and many other essential things.

There are two characteristics worth mentioning.

They play music while you walk around in there, which is nice enough, except the fact they cut the music off quite often to play their own trademark-tune. This tune happens to be the kind that sticks in your head for a long time. This does not mean it is good, it just sticks. I am sure they have rigged the place with some kind of subsonic advertisement-system…

The other characteristic of this supermarket and all other shops of the same firm is that they have a contract with a travel-agency. This means there are small “corner-shops” with posters of warm places and people that are more than willing to sell you any kind of travel-tickets you could think of. I was in contact with them a while back. Nice and helpful people. They were actually very honest, they “took care of” 13,000 rubles for me for a while, since I thought I would be going to Egypt. Unfortunately I could not go, but I got the sum back down to the last ruble.

After shopping and if I cannot think of anything else that would be fun to do, I go home. The journey is almost the same as the morning one, with one significant difference. I may have to wait a whole minute or two for the train in the metro. The morning rush is over and things have usually calmed down.

I am not sure how I do it, but I am seldom back home until maybe six or seven in the evening. I may go and visit some friends or take a trip to town. In town there is always something to do; a restaurant to visit, a shop to check out, a street to look at. Moscow is big. A bit chaotic, but quite “enjoyfull”.

Самостоятельная работа:

Доклад « История моего университета».

Система образования в Великобритании.

Задание 1. Выпишите слова, относящиеся к теме «Система образования в Великобритании», прочтите текст, обсудите тему.

Text#1.

Education in England is overseen by the Department for Education and the Department for Business, Innovation and Skills. Local authorities (LAs) take responsibility for implementing policy for public education and state schools at a local level.

The education system is divided into early years (ages 3–4), primary education (ages 4–11), secondary education (ages 11–18) and tertiary education (ages 18+).

Full-time education is compulsory for all children aged between 5 and 17 (from 2013, and up to 18 from 2015), either at school or otherwise, with a child beginning primary education during the school year he or she turns 5. Students may then continue their secondary studies for a further two years (sixth form), leading most typically to A-level qualifications, although other qualifications and courses exist, including Business and Technology Education Council (BTEC) qualifications, the International Baccalaureate (IB) and the Cambridge Pre-U. The leaving age for compulsory education was raised to 18 by the Education and Skills Act 2008. The change takes effect in 2013 for 16-year-olds and 2015 for 17-year-olds. State-provided schooling and sixth form education is paid for by taxes. England also has a tradition of independent schooling, but 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 EU students.

Primary and secondary education 

The school year begins on 1 September (or 1 August if a term starts in August)^. Education is compulsory for all children from the next "prescribed day" which falls either on or after their fifth birthday to the last Friday in June of the school year in which they turn 16^.This will be raised, in 2013, to the year in which they turn 17 and, in 2015, to their 18th birthday. The prescribed days are 31 August, 31 December and 31 March^.

Text 2.State-funded school system 

State-run schools and colleges are financed through national taxation, and take pupils free of charge between the ages of 3 and 18. The schools may levy charges for activities such as swimming, theatre visits and field trips, provided the charges are voluntary, thus ensuring that those who cannot afford to pay are allowed to participate in such events. Approximately 93% of English schoolchildren attend such 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.

There is also a small number of state-funded boarding schools, which typically charge for board but not tuition. Boarding fees are limited to £12,000 per annum.

Nearly 90% of state-funded secondary schools are specialist schools, receiving extra funding to develop one or more subjects in which the school specializes.

State-funded nursery education is available from the age of 3, and may be full-time or part-time, though this is not compulsory. If registered with a state school, attendance is compulsory beginning with the term following the child's fifth birthday. Children can be enrolled in the reception year in September of that school year, thus beginning school at age 4 or 4.5. Unless the student chooses to stay within the education system, compulsory school attendance ends on the last Friday in June during the academic year in which a student attains the age of 16.

Under the National Curriculum, all pupils undergo National Curriculum Tests (NCTs, commonly still referred to by their previous name of Standard Attainment Tests, or SATs) towards the ends of Key Stage 2 in the core subjects of Literacy, Numeracy and Science, but not in the foundation subjects such as Geography, History and Information & Communication Technology where individual teacher assessment is used instead. Pupils normally take GCSE exams in the last two years of Key Stage 4, but may also choose to work towards the attainment of alternative qualifications, such as the GNVQ. Former tests at the end of Key Stage 3 were abandoned after the 2008 tests, where severe problems emerged concerning the marking procedures. Now at the end of Key Stage 1 and Key Stage 3, progress is examined via individual teacher assessment against the National Curriculum Attainment Targets for all subjects. Test results for schools are published, and are an important measure of their performance^.

Years 12 and 13 are often referred to as "lower sixth form" and "upper sixth form" respectively, reflecting their distinct, voluntary nature as the A-level years. While most secondary schools enter their pupils for A-levels, some state schools have joined the independent sector in offering the International Baccalaureate or Cambridge Pre-U qualifications instead. Some independent schools still refer to Years 7 to 11 as "first form" to "fifth form", reflecting earlier usage. Historically, this arose from the system in public schools, where all forms were divided into Lower, Upper, and sometimes Middle sections. Year 7 is equivalent to "Upper Third Form", Year 8 would have been known as "Lower Fourth", and so on. Some independent schools still employ this method of labeling Year groups.

Text 3.Curriculum 

All maintained schools in England are required to follow the National Curriculum, which is made up of twelve subjects. The core subjects—English, Mathematics and Science—are compulsory for all students aged 5 to 16. A range of other subjects, known as foundation subjects, are compulsory at one or more Key Stages:

• Art & Design

• Citizenship

• Design & Technology

• Geography

• History

• Information & Communication Technology

• Modern Foreign Languages

• Music

• Physical Education

In addition, other subjects with a non-statutory programme of study in the National Curriculum are also taught, including Religious education in all Key Stages, Sex education from Key Stage 2, and Career education and Work-related learning in Key Stages 3 and 4.^[18] Religious education within community schools may be withdrawn for individual pupils with parental consent. Similarly, parents of children in community schools may choose to opt their child out of some or all sex education lessons.

Text 4. Higher education

Students normally enter university from age 18 onwards, and study for an academic degree. Historically, all undergraduate education outside the private University of Buckingham and BPP University College was largely state-financed, with a small contribution from top-up fees, however fees of up to £9,000 per annum have been charged from October 2012. There is a distinct hierarchy among universities, with theRussell 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 overteacher training courses, and uses its Ofsted inspectors to maintain standards.^[33]

The typical first degree offered at English universities is the bachelor's degree, and usually lasts for three years. Many institutions now offer an undergraduate master's degree as a first degree, which typically lasts for four years. During a first degree students are known as undergraduates. The difference in fees between undergraduate and traditional postgraduate master's degrees (and the possibility of securing LEA funding for the former) makes taking an undergraduate master's degree as a first degree a more attractive option, although the novelty of undergraduate master's degrees means that the relative educational merit of the two is currently unclear.

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, and so admissions are highly competitive.

Электронный ресурс доступа http://en.wikipedia.org

Грамматический материал

Сложные члены предложения с инфинитивом

Сложное дополнение

САМОСТОЯТЕЛЬНЫЙ ИНФИНИТИВНЫЙ ОБОРОТ

В английском языке встречается оборот, состоящий из существительного в общем падеже и инфинитива. В таком обороте существительное обозначает лицо или предмет, совершающий действие, выраженное инфинитивом, или подвергающийся этому действию. Оборот называют самостоятельным инфинитивным оборотом. Он стоит в конце предложения и отделен запятой, на русский язык переводится предложением с союзом "причем", в котором глагол выражает долженствование. Самостоятельный инфинитивный оборот чаще встречается в юридических текстах и в коммерческих документах (контрактах и т. д.):

The sellers offered the buyers 5,000 tons of oil, delivery to be made in October. The buyers requested the sellers to keep them informed of the position of the vessel, the communications to be addressed to their agents.

Продавцы предложили покупателям 5000 тонн нефти, причем поставка должна была быть произведена в октябре. Покупатели просили продавцов держать их в курсе местонахождения судна, причем сообщения должны были направляться их агентам.

СЛОЖНОЕ ДОПОЛНЕНИЕ

Конструкция сложное дополнение (объектный инфинитивный оборот, Complex Object, The Objective Infinitive Construction, The Objective-with-the-Infinitive Construction) представляет собой сочетание существительного в общем падеже или личного местоимения в объектном падеже с инфинитивом. Эта конструкция строится по следующей схеме:

ПОДЛЕЖАЩЕЕ	СКАЗУЕМОЕ (в действительном залоге)	Существительное в общем падеже или личное местоимение в объектном падеже  +  инфинитив
We Мы	expect надеемся,	him to do it in time. что он сделает это вовремя.

При переводе конструкции на русский язык, почти всегда используется придаточное предложение.

СЛУЧАИ УПОТРЕБЛЕНИЯ КОНСТРУКЦИИ «СЛОЖНОЕ ДОПОЛНЕНИЕ»
№  п/п	СЛУЧАЙ УПОТРЕБЛЕНИЯ	ПРИМЕР
1	После глаголов чувственного восприятия:  to hear слышать, to see видеть, to watch наблюдать, смотреть, to feel чувствовать, to observe наблюдать, to notice замечать и др. в действительном залоге. После этих глаголов инфинитив употребляется без частицы to	I watched her approach.  Я смотрел, как она приближается.
	После глаголов чувственного восприятия используется только Indefinite Infinitive Active. Чтобы выразить действие в страдательном залоге, можно использовать причастие II	I saw the fire slowly conquered.  Я видел, как пожар постепенно потушили.
2	После глаголов, обозначающих умственную деятельность:  to know знать, to think думать, to consider, to believe, to suppose думать, полагать, to expect ожидать, to imagine представлять, to find находить, узнавать, to trust верить, to assume допускать, предполагать и др. вдействительном залоге. После этих глаголов в составе конструкции очень часто используется глагол to be	He considers this question to be of great importance.  Он считает этот вопрос очень важным (= что этот вопрос является очень важным).
3	После глаголов со значением заявления:  to pronounce произносить, говорить, to declare заявлять, to report докладывать	The surgeon pronounced the wound to be a slight one.  Врач сказал, что рана лёгкая (= рана является лёгкой).
4	После глаголов, обозначающих чувства и эмоции:  to like нравиться, to dislike не нравиться, to love любить, to hate, cannot bear не мочь терпеть, ненавидеть и т. д.	I hate you to talk in this way.  Я терпеть не могу, когда вы так говорите (= вы говорите таким образом).
5	После глаголов, обозначающих приказ или разрешение, принуждение:  to order приказывать, to allow, to permit позволять, to suffer неохотно позволять, to have распоряжаться, to make, to have, to get, to force, to cause распоряжаться, приказывать, заставлять и др. в действительномзалоге	She suffered Mr. Smith to go her back into her room.  Она неохотно позволила, чтобы мистер Смит проводил ее в комнату. She caused a telegram to be sent to him.  Она распорядилась, чтобы ему послали телеграмму (= чтобы телеграмма была отправлена ему).