Autonomous Learning for 3d Year Students. Лабораторные работы для студентов-бакалавров к «Практическому курсу английского языка. Часть 3». Учебное пос

PART THREE

UNIT THREE

VOCABULARY SECTION

1.Fill in the gaps with the appropriate function words.

1)None of us was safe … his criticism. 2) … terms of their prospect it didn’t really matter much … any of them. 3) Commenting … each detail of the program we have progressed … finding a proper solution of all the problems, 4) Why are you really so careless … your clothing? When I saw you I simply got angry … you. 5) … the first day of my arrival I managed to read … the reviews. 6) It finally occurred … me that I should give more attention … the previous events, 7) She took great pains … making impression … him but there was no point … doing that. 8) Lately Susie has come … an interesting book … psychology. 9) That scandal played right … her hands. Now she could provide the police … necessary facts about their life. 10) … the first few weeks of my baby’s life all my attention was fully devoted … her. It was a true challenge … my physical strength.

2.Match the words with their word-descriptions.

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3.Translate the sentences from Russian into English.

1.Он хорошо знает языки. 2. Человеку с таким характером, как у меня, трудно сдерживать себя. 3. Она выиграла стипендию для обучения за границей. 4. У нашей команды было преимущество, так как у нас было больше опыта. 5. Вы должны согласиться с тем, что её заявление не вызывает доверия. 6. В эту школу ежегодно принимают только сто мальчиков. 7. При помощи ключа можно проникнутьвдом.8.Этоттеатррассчитантольконадвестичеловек.

9.Его признание в том, что он был на месте преступления, привело к тому, что его осудили. 10. Ледяные просторы Антарктики очень привлекательны для правительств различных стран. 11. Сброс

промышленных отходов в реки и моря запрещено законом. 12. Использовать так много топлива неэкономно. 13. Поле лежит за дорогой. 14. Нам нужны дополнительные сведения, чтобы подкрепить наши утверждения. 15. Затем вы должны научиться парковать машину с помощью заднего хода. 16. Она вскочила на лошадь одним прыжком. 17.Задняя стенка шкафа была из фанеры. 18. Поддержите нас, ребята, нам нужна ваша помощь. 19. Она потребовала, чтобы на собрание явились все. 20. Дом нужно покрасить. 21. Для того, чтобы пройти этот курс, от студентов потребуется много усилий. 22. Ты обязан подчиниться. 23. В этом сообщениинесколькоразупоминаетсямоёимя.24.Могуяотослать вас к моим более ранним замечаниям по этому вопросу? 25. Своей любовью устраивать сцены она выводит меня из себя. 26. Она сказала это в порыве гнева. 27. Она была хорошо воспитана. 28. У тебя совсем нет чувства приличия? 29. Раз уж он курит в моей квартире, он мог бы по крайней мере выбросить окурки из пепельницы. 30. Выставка георгинов была великолепна.

4.Choose the right word to complete sentences.

1.Due to general (discretion/ decency) you shouldn’t talk to an elderly lady in such a manner. 2. It was quite a (decent/ discreet) party.

3.Thereisno(school/schooling)tomorrow.4.The(school/schooling) year begins in two days. 5.Are you going to (accept/ admit) his apologies? 6. His application wasn’t (accepted/ admitted). 7. Why did you

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(demand/ require) the presence of a solicitor at the talks? 8. Strict rule observation is (demanded/ required) here. 9. Is it your own personal (requirement/ demand) or general (requirement/ demand)? 10. It’s difficult to be a politician and remain (decent/ discreet).

5.Match the words in the two columns to make word combinations.

6.Give Russian equivalents for the following.

1.back to back, 2. at the back of one’s mind, 3. with one’s back to the wall, 4. to be at the back of something, 5. to know something like the back of one’ hand, 6. to turn one’s back on somebody, 7. to break the back of something, 8 to put somebody’s back up, 9. on the way back, 10. to back an argument with proof.

READING SECTION

TEXT 1

1. Read the title of the article and the first paragraph. Try to think ofthesolutionsoftheproblemthatwillbeputforwardinit.Readthe article and find out if you are right.

ANewAgenda for School Reform

By Diane Ravitch

Friday,April 2,2010

I used to be a strong supporter of school accountability and choice. But in recent years, it became clear to me that these strategies were not

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working. The federal No Child Left Behind (NCLB) program enacted in 2002 did not produce large gains in reading and math. The gains in math were larger before the law was implemented, and the most recent national tests showed that eighth-grade students have made no improvement in reading since 1998. By mandating a Utopian goal of 100 percent proficiency, the law encouraged states to lower their standards and make false claims of progress. Worse, the law stigmatized schools that could not meet its unrealistic expectation.

Choice, too, has been disappointing. We now know that choice is no panacea. The districts with the most choice for the longest period — Cleveland and Milwaukee — have seen no improvement in their public schoolsnorintheirchoiceschools.Charterschoolshavebeencompared to regular public schools on the National Assessment of Educational Progress in 2003, 2005, 2007 and 2009, and have never outperformed them. Nationally, only 3 percent of public school students are enrolled in charters, and no one is giving much thought to improving the system that enrolls the other 97 percent. It is time to change the course.

To begin with, let’s agree that a good education encompasses far more than just basic skills.Agood education involves learning history, geography, civics, the arts, science, literature and foreign language. Schools should be expected to teach these subjects even if students are not tested on them.

Everyone agrees that good education requires good teachers. To get good teachers, states should insist — and the federal government should demand — that all new teachers have a major in the subject they expect to teach or preferably a strong educational background in two subjects, such as mathematics and music or history and literature. Every state should expect teachers to pass a rigorous examination in the subjects they will teach, as well as a general examination to demonstrate their literacy and numeracy.

We need principals who are master teachers, not inexperienced teachers who took a course called “How to Be a Leader.” The principal is expected to evaluate teachers, to decide who deserves tenure and to help those who arestrugglingandtryingtoimprove.Iftheprincipalisnotamasterteacher, he or she will not be able to perform the most crucial functions of the job.

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We need superintendents who are experienced educators because their decisions about personnel, curriculum and instruction affect the entire school system. If they lack experience, they will not be qualified to select the best principals or the best curricula for their districts.

Weneedassessmentsthatgaugestudents’understandingandrequire them to demonstrate what they know, not tests that allow students to rely solely on guessing and picking one among four canned answers.

We should stop using the term “failing schools” to describe schools where test scores are low. Usually, a school has low test scores because it enrolls a disproportionately large number of low-performing students. Among its students may be many who do not speak or read English, who live in poverty, who miss school frequently because they must baby-sit while their parents look for work, or who have disabilities that interfere with their learning. These are not excuses for their low scores but facts about their lives.

Instead of closing such schools and firing their staffs, every state should have inspection teams that spend time in every low-perform- ing school and diagnose its problems. Some may be mitigated with extra teachers, extra bilingual staff, an after-school program or other resources. The inspection team may find that the school was turned into a dumping ground by district officials to make other schools look better. It may find a heroic staff that is doing well under adverse circumstances and needs help. Whatever the cause of low performance, the inspection team should create a plan to improve the school.

Only in rare circumstances should a school be closed. In many poor communities, schools are the most stable institution. Closing them destroys the fabric of the community.

We must break free of the NCLB mind-set that makes accountability synonymous with punishment.As we seek to rebuild our education system, we must improve the schools where performance is poor, not punish them.

If we are serious about school reform, we will look for long-term solutions, not quick fixes.

We wasted eight years with the “measure and punish” strategy of NCLB. Let’s not waste the next eight years.

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Diane Ravitch is a historian of education. Her most recent book is “The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.”

2.Find in the article the English equivalents for the following.

1.не показывают хороших результатов по чтению

и математике;

2.устанавливаяутопическуюцельдостижениястопроцентной успеваемости;

3.никогда не превосходили их;

4.хорошее образование подразумевает гораздо больше чем базовые навыки;

5.демонстрировать свою грамотность и умение считать;

6.выполнять самые важные поручения на работе;

7.самые лучшие учебные программы для своего округа;

8.задания, которые проверяют понимание студентов;

9.зачисляют непропорционально большое количество студентов с низкой успеваемостью;

10.разрушить структуру местного сообщества.

3.Answer the following questions.

1.What is NCLB? When was this program enacted?

2.What does the law encourage states to do? Why does it happen?

3.What are the results of having choice at school?

4.What is the proportion of public school students and state students enrolled in charters?

5.What subjects are expected to be taught at school?

6.What should the federal government demand from teachers?

7.What is expected from principals?

8.Why may a school have low test scores?

9.What are the duties of inspection teams?

10.What is the danger of closing schools?

4.Translate into Russian the passage from “Instead of closing such schools…” to “… destroys the fabric of the community”.

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5.Be ready to discuss the following.

1.Comment on the following statement: “Everyone agrees that good education requires good teachers.” Does it concern only teaching at school?

2.Explain what are principals, master teachers, superintendents, educators, inspection teams.

3.What do you think is the best way of teaching low-performing students? Which goals should be set to achieve most of the possible?

4.How do you find the modern way of testing progress? Is multiple choice a panacea? What does it really reveal?

5.Do you find the role of school in poor communities really important? Is it important in any other communities?

TEXT 2

1. The article you are going to read is about Albert Einstein. What is the connection between him and the violin? Read the article to find out if you are right.

The Relative Beauty of the Violin

Einstein sensed the secrets of the universe in music.Aprofessor and a virtuoso are to explore the connection.

By Jessica Duchen

Friday, 28 January 2011 The New York Times

Oneday,thestorygoes,AlbertEinsteinwasplayingstringquartetswith hisfriendFritzKreisler,thegreatVienneseviolinist.Einsteinwentwrong. “You know,Albert,” said Kreisler, “your trouble is that you can’t count.” It’sataletoldinvariouspermutations.Butwhat’sindisputableisthatthe discoverer of the theory of general relativity was also, in his spare time, an eager violinist. “If I were not a physicist, I would probably be a musician,” he was quoted as saying. “I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music.” Now there’s a chance to explore the link between music and physics as exemplified by Einstein. The violinist Jack Liebeck, Young British

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Classical Performer at the Classical Brits 2010, has teamed up with Brian Foster, Professor of Experimental Physics at Oxford University, for The Music of the Spheres, a lecture and recital.

“Brian first heard me play at the Cheltenham Festival,” Liebeck recounts. “We got talking and later he invited me to dinner at high table in his Oxford college, where I ended up quizzing him about particle physics for an hour and a half.And he is a keen amateur violinist himself, so I gave him a lesson.”

The pair devised Einstein’s Universe for the World Year of Physics in 2005; since then they have given presentations to schools and colleges across Britain, supported by the Science and Technology Facilities Council. But it’s only now that they are appearing in a public event in London, at St John’s, Smith Square, on 4 February. Foster will speak at 5.15 pm; Liebeck will illustrate the lecture with extracts from Bach’s solo violin works. The music could work upon the audience’s mind in rather a similar way to that upon Einstein.

“He used music to clear his mind while it was twisted up with all these tortuous concepts,” Liebeck suggests. Einstein would leave his desk, play his violin or piano for a short time, then return to the study in a more relaxed frame of mind: “It would help him to stand back a little from the problem and crystallise his thinking.”

During the lecture Foster explains the activities of CERN (the European Organisation for Nuclear Research), and its Large Hadron Collider in atunnel 100 metres underground. None of its experiments would have beenpossiblewithoutEinstein’sdiscoveries.Yet,whenthegreatmanwas due to receive his Nobel Prize in 1922, he was not present at the ceremony. He was in Japan, reportedly performing Beethoven’s Kreutzer Sonata.

Liebeck, with pianist Katya Apekisheva, will end the evening with a performance of Johannes Brahms’s three violin sonatas. Einstein had a special affinity with the first of them, the one in G major.As a student in Switzerland, he heard a performance of it by the violinist Joseph Joachim; afterwards, the scientist set about practising the piece intensively, determined to learn all he could from Joachim.

Einstein often used his fame to meet and befriend musicians he admired. He would play chamber music with them and, though no virtuoso, could usually hold his own. Except for counting, that is: Jelly

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d’Aranyi, the Hungarian violinist for whom Ravel wrote his celebrated Tzigane, once stopped while playing a string quartet with Einstein and remarked: “Albert, your time is very relative today...”

TheAmerican author JeromeWeidman left another beautiful anecdote. As a young man, considering himself tone deaf, he attended with trepidation a musical soiree at the home of a NewYork philanthropist. He found himself sitting next to Einstein, who asked if he liked Bach. When Weidman admitted he had no ear for music, Einstein whisked him out to their host’s study; there, with the aid of a Bing Crosby record and other music, culminatingwithBach,thescientistprovedtotheyouththathehadsimply had his ears closed to classical music by an unfortunate early experience withateacher,andthathis“ear”wasperfectlygood.Theeveninginstilled in Weidman a love for Bach that never left him. When their hostess asked whytheyhadmissedtheperformance,Einsteinsmiled:“Myyoungfriend here and I were engaged in the greatest activity of which man is capable: opening up yet another fragment of the frontier of beauty.”

Beauty was paramount in Einstein’s concept of the universe — inspired not least by the “architecture” and “inner unity” he found in the music of Bach and Mozart. “Einstein’s work was very much an attempt to unify physics, to explain apparently disparate elements within the same framework,” Foster points out.

“He used to say that that framework could be extremely beautiful. Einstein’s example in looking for beautiful solutions is still going on today: the work at LHC is very much about unification and beauty.” Foster suggests that the LHC’s research could fulfil Einstein’s dream of understanding the universe in one unified theory.

Lecture and recital are free to those aged 25 and under. And there, perhaps, lies a special relevance, while the Government and many local councils are considering potentially devastating cutbacks to music education. Yet there is a possibility that, without his musical knowhow, Einstein might never have made the connections and discoveries that changed the world.

“Playing music opens neural pathways that otherwise might not open,” says Liebeck . “It makes cross-references between different areas of the brain that might not connect so readily without it.

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“We hear so much on the radio and TV of politicians stressing the importance of the ‘three “R”s’, but I think it might be more productive if all kids learned to play a musical instrument. It would focus their brains in a much better way.”

The performance takes place at St John’s, Smith Square, just round thecornerfromtheHousesofParliament.Governmentministerscould do worse than pop in and listen.

2. Match the words with their word-descriptions. The words come from the article above.

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