Listening Challenge

3. Listen to the final text and understand it. The text is recorded twice. The first recording is for listening only. Vour task is to listen to the text and try to understand as much as you can. The second recording of the text contains pauses long enough for you to write down every single sentence of the text.

Rfter doing this you may check the script and count the percent of correctly comprehended words.

1 P-13

Incongruence, path, church, ply, atonement, scramble, find, vary, relinquish, divulge, chaste, giggling, appropriate, lumber, sorcerer, insurance, impertinent, sordid, professional, community, ministerial, allocative, envy, encourages, higher, identify, decide, extinction, barred, hoard, hierarchical, confirm, rare, run, police, rationalise, real, justify, rueful, ankle, zeal, destitution, sophistication, dank, uninspiring, ascetic, sprout, creaked, dissemination, unable, management, effete, majority, vicarious, freckled, preach, purported, prickle.

2

1.Isn’t a long lecture being listened to by a clever student?

2.Had a long lecture been listened to by a clever student?

3.Was a long lecture being listened to by a clever student?

4.Was a clever student listening to a long lecture?

5.A clever student hadn't listened to a long lecture.

6.Was a long lecture listened to by a clever student?

7.Isa long lecture listened to by a clever student?

8.A clever student listened to a long lecture.

9.A clever student hasn't listened to a long lecture.

10.A long lecture will have been listened to by a clever student.

11.A long lecture had been listened to by a clever student.

12.Did a clever student listen to a long lecture?

13.Has a clever student listened to a long lecture?

14.A long lecture wasn't being listened to by a clever student.

15.Has a clever student been listening to a long lecture?

16.A long lecture hadn't been listened to by a clever student.

17.Is a clever student listening to a long lecture?

18.A clever student hasn't been listening to a long lecture.

19.A long lecture is listened to by a clever student.

20.A long lecture will not have been listened to by a clever student.

21.A long lecture is being listened to by a clever student.

22.Didn't a clever student listen to a long lecture?

23.A clever student had listened to a long lecture.

24.Hasn't a clever student listened to a long lecture?

25.Isn't a long lecture listened to by a clever student?

26.A clever student was listening to a long lecture.

27.A clever student will listen to a long lecture.

28.Does a clever student listen to a long lecture?

29.A clever student doesn't listen to a long lectu re.

30.A long lecture is not being listened to by a clever student.

31.Wasn't a long lecture being listened to by a clever student?

32.Wasn't a long lecture listened to by a clever student?

33.A long lecture was being listened to by a clever student.

32. A clever student has listened to a long lecture.

35.A clever student listens to a long lecture.

36.Wasn't a clever student listening to a long lecture?

37.A clever student isn't listening to a long lecture.

38.Hasn't a long lecture been listened to by a clever student?

39.A long lecture wasn't listened to by a clever student.

40.Would a clever student have been listening to a long lecture?

41.Hasn't a clever student been listening to a long lecture?

42.Wouldn't a long lecture have been listened to by a clever student?

43.A clever student hadn't been listening to a long lecture.

44.Had a clever student listened to a long lecture?

45.A long lecture was listened to by a clever student.

46.Won't a clever student listen to a long lecture?

47.A clever student had been listening to a long lecture.

48.A long lecture is not listened to by a clever student.

49.A clever student has been listening to a long lecture.

50.Hadn’ta clever student listened to a long lecture?

51.A clever student wouldn't be listening to a long lecture.

52.Doesn't a clever student listen to a long lecture?

53.Will a long lecture be listened to by a clever student?

54.A clever student didn't listen to a long lecture.

55.Isn't a clever student listening to a long lecture?

56.A long lecture hasn't been listened to by a clever student.

57.A clever student wasn't listening to a long lecture.

58.A clever student is listening to a long lecture.

59.A long lecture has been listened to by a clever student.

60.Has a long lecture been listened to by a clever student?

61.Is a long lecture being listened to by a clever student?

3. Winners and Losers

The costs and benefits of the brain drain and circulation of talent are hotly debated. International mobility of skilled workers can generate global benefits by improving knowledge flows and satisfying the demand for skills. The contribution of foreign skilled workers to economic growth and achievement in host countries, in particular to research, innovation and entrepreneurship, is increasingly recognised as witnessed the number of foreign-born US Nobel Prize winners or creators of global high tech companies, such as Intel or eBay, and other successful start-ups. It is important to distinguish between emigrants from OECD (organization for economic co-operation and development) countries and those from developing countries.

The risk of a brain drain damaging rich countries is arguably lower, but it does exist. Canada may well lose skilled workers to the United States and import skilled human capital from other countries. However, the quality of the two-way flow is key, though it is difficult to calculate whether the loss of a top genetics researcher at a public lab can be compensated for by the arrival of several hundred IT specialists. But as skilled migration between advanced countries is often temporary, there may be a double gain from the circulation of the highly skilled: first from the overseas experience acquired by their genetics researcher, and second from the constant inflow of skilled workers.

In sending countries, in the developing world, the challenge is greater. For these countries, capturing benefits mostly depend on attracting back skilled emigrants and providing opportunities for them to use their new technological competencies. Returnees can also bring valuable management experience, entrepreneurial skills and access to global networks. They may even bring venture capital. But this is looking on the bright side.

Mostly, the problems caused by the brain drain in poorer sending countries are great. Migrants from developing countries are generally more likely to stay in the host country than migrants from advanced countries. Survey evidence of the share of foreign PhD graduates in science and technology who stay abroad show that 79% of 1990-91 doctoral recipients from India and 88% of those from China were still working in the United States in 1995. In contrast, only 11% of Koreans and 15% of Japanese who earned science and engineering (S&E) doctorates from US universities in 1990-91 were working in the United States in 1995. In the longer term, however, return flows of people and capital may not only offset some potentially negative effects of international migration but also constitute an economic development strategy in its own right. In Chinese Taipei, for example, half of all the companies emerging from that economy's largest science park, Hsinchu, were started by returnees from the United States. And in China, the Ministry of Science and Technology estimates that returning overseas students started most Internet-based ventures.

U n it 1

Ex. 2 p.17

Lot, well, back, stood, one, red, would, think, often, Russia, Britain, chapter, question, language, public.

Ex. 4

English, thank, common, value, full, seven, thus, strong, system, looking, give, number, project, fact, ten.

Ex. 6

/ 1 / bit, list, system, million, think, give

/6 / well, seven, red, ten, health, question /36/chapter, language, practice, thank, back, value

/U / room, would, woman, stood, full, could

U n it 2

Ex. 2 p.22

She, ask, June, law, France, church, evening, order, music, father, person, further, movement, morning, people.

Ex. 4

Me, girl, four, class, school, unit, party, believe, useful, army, early, report, police, concerned.

Ex. 10

2.What will I have to do?

3.Where can everybody turn to for advice and support?

4.How often did the dinners take place?

5.Who doesn't believe in old superstitions?

6.What kind of person was she?

7.Which reform was he enthusiastic about?

8.Why are humans human?

9.How do Ifeel most of the time?

10.How long were they going to be there?

U n it 3

Glad, odd, card, enter, afford, culture, region, rumours, target, kitchen, cooking,-correct, superb, Brazil, degree.

Ex. 4

Bus, rich, cash, reach, harsh, hot, heavy, answer, fallen, Thursday, faster, follow, ought, active, dessert.

Ex. 7

/-L / kitchen, finish, rich

/1: / region, reach, feeling

/6 / correct, address, enter /3:/ superb, turning, dessert /U /pull, cooking, putting

/U: / pool, Tuesday, rumours

/Э / response, hot, follow

I D •/ award, board, afford /30/ add, cash, intact /Л / wonder, tough, bus /0 7 hard, answer, bar

Ex. 8

1. porter; 2. coming; 3. peep; 4. forks; 5. pool; 6. debt; 7. buck

Ex. 9

2.There won't be any schools in the village. Will there be any schools in the village?

3.There weren't any colleagues in the office. Were there any colleagues in the office?

4.There won't have been any ice on the road. Will there have been any ice on the road?

5.There hasn’t been a tree near the house. Has there been a tree near the house?

6.There hadn't been any food in the shop. Had there been any food in the shop?

Ex. 10

1.A pretty girl drives a pink Ford.

2.A pretty girl won't be driving a pink Ford.

3.The pink Ford hasn't been driven by a pretty girl.

4.A pretty girl was driving a pink Ford.

5.There will be a pretty girl in the pink Ford.

6.A pink Ford will be driven by a pretty girl.

7.A pink Ford was driven by a pretty girl.

8.A pretty girl drove a pink Ford.

9.There had been a pretty girl in the pink Ford.

10.A pink Ford isn't driven by a pretty girl.

11.A pretty girl has been driving a pink Ford.

12.A pretty girl will have driven a pink Ford.

13.There is a pretty girl in the pink Ford.

14.A new car is being driven by a young girl.

15.A new car won't have been driven by a young girl.

16.A young girl is driving a new car.

17.There hasn't been a young girl in the new car.

18.A young girl had been driving a new car.

19.A new car was being driven by a young girl.

20.A young girl hadn't driven a new car.

21.There wasn't a young girl in the new car.

22.A new car had been driven by a young girl.

23.A young girl will drive a new car.

24.A young girl has driven a new car.

25.A young girl will have been driving a new car.

Ex. 11

My name is Tom Meinhard and I'm coming to the end of a very enjoyable two week visit in Perm, as a guest of your University. During my stay here I have had very many kindnesses, endless patience from my hosts and a large number of questions which I have tried to answer as best as I can! We're coming from Oxford, which means, of course, that we come from a city v/here education is the main industry. I'm also impressed at the high standard of education which applies very widely here in Russia and I find the greatest impression that my visit has made on me has been the quality of your students and your young people at the University. I'm not only impressed by their energy, their vitality and intelligence of the questions that they asked me but I'm also...I'm very glad to see the qualities of their personalities, of them as people. Ifind your young Russian people have an extremely attractive quality of graceful self-assurance, natural good manners and they are very pleasant people to be with.

Well, this is perhaps a slightly long and roundabout story and I should say first of all that while I had an education which was not unusual for England, it is rather unusual for your Russian circumstances. At the age of 7 Istarted to learn Latin, the language of the ancient Romans, at the age of 9 I started to learn ancient Greek and though as it's normal in the English school system I also learnt History, and English language, English literature, French, Mathematics and other subjects. More and more as my schooling progressed I concentrated on Latin and Greek, on the languages, the literature,

Ex. 10

1.In August Iwas in England again.

2.What is the last stop on this tour?

3.No increase in income is being offered.

4.He has been a master of analytical techniques.

5.The animals will be shipped out on Friday.

6.We are putting an offer to the shareholders.

7.Will it guarantee anything for the pensioners?

8.She never felt at ease in his office.

9.They were interrupted by his arrival.

10.When will the results of the elections be announced?

Ex. 12

Tolerance is the appreciation of diversity and the ability to live and let others live. It is the ability to exercise a fair and objective attitude towards those whose opinions, practices, religion, nationality and so on differ from one's own. As William Ury notes, «tolerance is not just agreeing with one another or remaining indifferent in the face of injustice, but rather showing respect for the essential humanity in every person».

Intolerance is the failure to appreciate and respect the practices, opinions and beliefs of another group. For instance, there is a high degree of intolerance between Israeli Jews and Palestinians who are at odds over issues of identity, security, self-determination, statehood, the right of return for refugees, the status of Jerusalem and many other issues. The result is continuing inter-group violence.

Why does tolerance matter?

At a recent post-9/11 conference on multiculturalism in the United States, participants asked, «How can we be tolerant of those who are intolerant of us?» For many, tolerating intolerance is neither acceptable nor possible.

Though tolerance may seem an impossible exercise in certain situations being tolerant nonetheless remains key to easing hostile tensions between groups and helping communities move past intractable conflict. That is because tolerance is integral to different groups relating to one another in a respectful and understanding way.

Period, insurance, voice, afternoon, principle, resources, pulling, argument, allowance, stuff, July, aware, earth, matter, control.