Ex7:. Correct the mis-collocations in the following sentences. The words to replace them: lecture, take, university, profession, pass, teacher

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.She is a professor in a primary school.

5.He gave an interesting 45conference in Goethe.

6.She got a degree in personnel management from a private school.

Note: A professor is a senior university academic, not an ordinary teacher. University and college teachers are usually called lecturers or tutors

Ex8: Answer the questions

There are first degrees (where you are called a "Bachelor of..."), post-graduate degrees (where you are called a "Master of..." or "Doctor of...") and medical degrees. What do you think the following letters mean?

a/ BSc b/ BEd c/ MSc d/ MD e/ BA f/ MA g/ MPhil h/ PhD

Text 1-D

Text 1-D

Easy living at Japan's colleges

.

Undergraduate life in Japan is blissful, largerly because school life is not. The Ministry of Education recently revealed that entrance exams for private high schools still include questions on subjects not covered by the state primary school curriculum: To get into a good school you have to be ahead of the pack by age 11. Good schools offer a direct route to the universities. Consequently, the students who will be sailing blithely through their final university term this winter spent most of their youth doing hours and hours of homework and endless exams. By the time they gain admission to a university they have all the basic education that a Japanese corporation needs. Hiring by a Japanese company except recovering from the rigorous of school and prepare for the rigorous of corporate life. One 1987 poll found that the average Japanese university student spends 26 minutes reading newspapers and just 49 minutes reading

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books . Around half of those polled spent less that half an hour every day reading books, and a full 17% came out with the astonishing admission that they hardly ever read at all. Japanese undergraduates watch television or videos for an average of 105 minutes every day - exactly the same amount of time they spend on comics, newspapers and books combined. Corporate Japan apparently has just one objection to an academic - it takes up too much time. Companies are trying to persuade the Ministry of Education to shorten four-yesr degree courses by a year . Japanese companies routinely train graduate recruits for up to six years and operate on the assumption that anyone bright enough to get into a university is bright enough for on-the-job training. How well you did at university is less important than the fact that you went to a university in the first place.

Vocabulary to the Text. Undergraduate – старшекурсник Blissful – блаженный

Largely – в большей степени

Recently – недавно

Reveal – обнаруживать

Entrance exam – вступительный экзамен

Include – включать

Be covered – входить в состав Curriculum – учебная программа

Be ahead of the pack – быть впереди ровесников Route – путь, дорога

Consequently – соответственно

Sail – плыть

Blithely – жизнерадостно Final – заключительный Gain – добиться, получить

Adnission – прием, поступление Except – здесь: возражать (против) Recovery – освобождение

Rigours – мн.ч. строгость, суровость Poll – опрос, опрашивать

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Average – средний

Astonishing – поразительный Admission – здесь: признание Amount – количество, число Combined – здесь: вместе

Apparently – очевидно Objection - возражение Persuade – убеждать

Shorten – сокращать Degree – научная степень

Routinely – обычно, традиционно Train – обучать

Recruit – новобранец, новичок

Assumption – допущение

Bright – здесь: умный

On-the-job training – обучение на рабочем месте.

Ex. Match the phrases with their Russian equivalents.

Ex. Translate into English.

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1.Жизнь старшекурсников в Японии значительно легче, чем учеба в школе. 2. Министерство образования обнаружило, что вступительные экзамены в частные вузы включает вопросы, не входящие в учебную программу государственных школ. 3.Попасть в хорошую школу – значит, опередить своих сверстников к 11-летнему возрасту. 4. Хорошая школа – это прямой путь в университет. 5. Соответственно, ко времени поступления в университет, выпускники частных школ обладают знаниями, достаточными для того, чтобы приступить к работе в фирме. 6. Опрос, проведенный среди студентов, показал, что студенты очень мало времени посвящают (devote) чтению газет и журналов. 7. У фирм есть одно возражение относительно (concerning) обучение в вузе – это то, что оно занимает слишком много времени. 8. Компании пытаются убедить Министерство образования в том, чтобы сократить 4-летний срок обучения в вузе на год. 9. Они считают, что тот, кто достаточно умен, чтобы поступить в университет, умен и для того, чтобы получение в ходе работы.

Comprehension Check.

Ex. Answer the following questions.

1.What is the difference between school and university education in Japan?

2.How do you understand the phrase “good schools offer a direct route to the universities”? Can eveone afford to go to a private school?

3.Why are Japanese companies willing to hire graduates of private schools?

4.What are the results of the poll-1987 among students?

5.What are Japanese companies trying to persuade Ministry of education of?

Topics to discuss.

1.Schoolpupils and students in Japan.

2.Private school education.

3.Objection to the academic regime.

4.On-the-job training.

HAPPY DAYS?

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Presenter: We asked three people to talk about their schooldays. First, Ishia, who went to a grammar school for girls.

Ishia: Um, I can't say it was a terribly happy experience, though I had lots of friends and a jolly good time, but actually I just thought that the work was so dull, an I was constanttly trying to get people to...challenging people I suppose because I wanted... I really did want to think and understand and try and work things out, and when I went to school it

didn't seem to be what education was about. It was very much, and because it was a grammar school and very formal... um... literally being dictated to, listening to sort of pages and pages of dictation, writing it all down and then learning it for exams. Um... so I found it deeply boring and I think it probably... probably the good thing it was that it... it turned me

into a rebel for the rest of my life.

Presenter: Mike was educated in the United States.

Mike: I think the main difference between the way we educate children and the way you do here is that our education is so much broader, it's not nearly so deep. I mean, "A" levels in English schools are more or less equivalent to the first year university in the States, similar kind of thoroughness and depth, but most people who do "A" levels here take three, three is good and four is exceptional... er...

whereas in my senior high school I had seven different subjects. And not all of which I studied to a great depth, but I had for instance to do physical education, I had for instance to take some kind of social studies, I had for instance to do some kind of mathematics, which I ... was my particular thing. But everybody had

to do mathematics: if you couldn't do calculus you could do arithmetic, even at the highest... your last year in... in high school. So we all had a very broad education.

It's true that in America the... the quality of education varies tremendously, not only from state to state but from county to county within states. I mean, you may have a very good high school in one town: the next town is short of funds, as ever it's like here or anywhere else the main thing is... is the lack of funds. But I think the thing I got most out of

my education was the different viewpoints of people from all over the country. Presenter: Christine went to school in Scotland, where the education system has similarities to the American and European systems. What was her school like? Christine: Well, it was a school which you went to at five and you stayed, all being well, until you were eighteen. And there were boys and girls, and it meant that you developed a really interesting view of boys, which changed as you got older. So when I was very little the boys were good fun... um... because I was a bit of a tomboy, they had... they did things

and palyed with things in the classroom that I thought were much more interesting than the things the girls played with. And then we went through a phase of ignoring the boys strenuously because they were completely beneath contempt, and I suppose that was between the ages of 10 and about 14 or 15. And then discovering that boys were awfully interesting but not the boys in your own year group which were... who were utterly

contemptible... um... because girls and boys are so different in their development, aren't they? And a 14-year-old girl can see no merits whatsoever in a 14-year-old boy. And all the girls are gazing at the 16, 17 and 18-year-old "big boys", who are much more interesting.

And then as we got to the end of our schooling...er... what in Scotland would be the fifth and the sixth year, in England would be the lower and the upper sixth years, the last two years, of course things... the boys caught up really and we

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became very good friends again all of us and so our last two years at school, um...

I think we... we had lovely relationships and lovely friendships. And.. we did lots of things together. And when we left school we had an amazingly tearful last evening, ...nearly all fifty of us who'd been in the year group, of whom perhaps thirty had grown up together since they were five. And leaving school was actually quite hard for us because having established good relationships with the boys around us in our last two years we all had long memories.

Presenter: What were Christine's strongest memories of her schooldays? Christine: Of hating some of it. My strongest memories are negative ones, of a period in my two last years in primary, as it would be, 11 and 12 where our class teacher... I just loathed her and so did almost everybody else in the class and she was a bully and she taught very traditionally and it was very much "the three Rs"* and we were... we just had tests all the time, we were drilled in grammar.

And she also had an uncertain temper and was a great shouter, and her... the tip of her nose would go white when she was really angry and her whole face would go scarlet. And she was also used the belt very freely, and I didn't approve of that, I thought it was so wrong. And she used to belt* people for spelling mistakes. And I'll never forget, Anne Black and Alan Davidson who couldn't spell, and they used to to make spelling mistakes and if by Friday you had twenty mistakes out of the hundred, twenty a day, you got the belt in front of the class and I just thought that was so wrong. And it never improved their spelling, I mean years later at sixth-formers they couldn't still spell. And Anne Black used to get it particularly badly because she was English, because her mother was English, and she used to spell as she sounded and she used to make ... create the most awful offence by spelling "saw" S-O-R rather than S-A-W, because that's how she heard it. And she used to be victimised by Miss Rae for her English spelling, and so I... and I really didn't like her. I just thought that the way she treated people was wrong, it wasn't with respect, it was... um... I don't quite know what she was doing when she bulled people, but she was a big bully. And I grew up very firmly disapproving of that way of treating children.

Notes:

*"the three Rs" are reading, writing and arithmetic.

*to belt: beat with a leather belt on the hand

Vocabulary to the text:

actually - фактически, на самом деле;

to challenge - вызывать (на соревнование), претендовать (на внимание); literally - дословно, слово в слово;

to work (things) out - решать, разрабатывать; to turn into - превращать(ся);

rebel - бунтовщик;

(with) thoroughness - тщательно, досконально; exceptional - исключительный;

particular - особый, особенный; to do calculus - делать вычисления;

tremendously - чрезвычайно, ужасно, (очень); county - (амер.) округ;

to be short of funds - испытывать недостатьок/дефицит финансов; similarity - сходство;

tomboy - девчонка-сорванец;

beneath one's contempt - ниже (своего) достоинства; strenuously - сильно, энергично, упорно;

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utterly - крайне, чрезвычайно, совершенно; contemptible - презренный;

merit - достоинство, положительная черта;

to gaze (at) - пристально смотреть, присматриваться; to catch up (with) - догнать, нагнать;

tearful - плачущий; печальный (о событии);

to loathe (= to hate) - чувствовать отвращение, не любить; to bully - запугивать, третировать;

to drill - тренировать;

temper - нрав, характер, настроение; shouter - любитель покричать/поорать; to go scarlet - покраснеть;

spelling - орфография;

offence - нарушение; (здесь) ошибка;

to victimize - делать своей жертвой, мучить; to treat smb. - относиться (к), обращаться (с).

Ex1. Find in the text equivalents to the following words and phrases:

любительницей поорать, установить/наладить хорошие отношения, кончик ноcа, различные по уровню развития, обучать детей, нехватка финансов (2 варианта), система образования, ужасно интересный.

Ex2. Match pairs of synonyms.

mistake, boring, awfully, to hate, utterly, lack of funds, offence, dull, tremendously,

sad, short of funds, completely, tearful, to loathe.

Ex3. Translate the following sentences using the words and expressions from the text.

1. Когда мы закончили школу, последний вечер был очень печальным.

19.Эта школа стеснена в средствах.

20.Образование варьирует/различается от штата к штату.

21.Мне это казалось скучным.

22.Я не одобряла то, как она обращается с детьми.

23.Затем был этап, когда мы упорно игнорировали мальчишек.

24.Позже мы заметили, что наши ровесники были очень интересными.

25.В детстве я была сорванцом.

26.30 человек из 50-ти росли вместе с 5-летнего возраста.

27.У нее всегда было непонятное настроение.

28.За орфографические ошибки она наказывала тетей ремнем, хотя это так и не исправило их орфографию.

29.Анна писала так. как слышала.

30.То, как учительница относилась к детям, было неверным.

31.Нельзя мучить людей!

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32.Он долго болел, но потом нагнал группу.

Topics to discuss.

1.Education in a grammar school for girls (in Ishia's opinion).

2.Education in the United States (as described by Mike).

3.Relations between boys and girls at school. Do they change during

schooling?

4. Describe Miss Rae as a teacher and as a person.

Text IIB

CHIEF EXECUTIVE OFFICERS REMEMEBER THEIR

SCHOOLS

Part 1.

Bio-tech CEO Remembers Mentor C.R Smyth

If you ask George Rathmann *51, chairman, president and CEO of ICOS Inc., a start-up biotechnology firm, what he remembers most vividly about his scientific education at Princeton, he responds without hesitation, "Charles P. Smyth" 16.

"Professor Smyth was the chair of the Chemistry Department when I was there," he says, "and a model for me and many others of the careful scientist. He taught us the meaning of integrity.

"The strongest message you receive as a student comes from your mentor— if you're lucky enough to have one," Rathmann continues. "Smyth had extraordinarily high standards. He read every word of every paper he worked on, and there were hundreds. He wrote well, too. He gave a level of guidance, care and attention that is rare. Did he delegate? Not very much. You have to remember that he was training generations of scientists. That is something that simply has to be done in a hands-on way if it is to be done well."

After earning his MA and Ph. D at Princeton in 1950 and 1951, respectively, Rathmann spent two decades in research and development at 3-M Co., before becoming president of Litton Medical Systems for three years. In 1975 he joined Abbott Labs, where he became vice president of research and development before joining his first start-up biotechnology firm, the spectacularly successful Amgen, as president, CEO and chair in 1980. He remained there almost a decade before beginning the process again at ICOS near Seattle, Wash., after a brief hiatus.

Rathmann enjoys a strong reputation in the business world for a rare combination of business and scientific skills. His insights into the issues surrounding scientific education come from long experience and deep conviction.

"At Princeton," says Rathmann, "we were able to get to know the professors well; we knew our fellow students well; and most of all, perhaps, we were able to benefit from the informal discussions about science with the world-class scientists who worked, visited or lectured at Princeton. The association with the Institute for Advanced Study was a big part of this. The strength at Princeton was not only in chemistry but also in physics, math and other areas. You could rub shoulders with Einstein, Wigner and other people from whom you could benefit even in brief interactions. There is really no substitute for interacting one-on-one with

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outstanding scientists. I've tried to make that happen at 3-M and the two start-up companies by bringing top scientists into the labs for personal discussions.

"I believe that the application of technology represents a significant contribution to society," Rathmann continues. "Today, the impossible is becoming possible—we're seeing miracles every day. Developments occurring in research labs around the country will eventually affect the health of everyone on the planet. Young people now have the opportunity to transform society in wonderful ways. We have a unique mix here in the United States that makes this possible. We encourage basic science, and then the free enterprise system takes the science and puts it together with the marketplace to make progress."

* CEO = Chief Executive Officer - ответственный работник,

* in a hands-on way - здесь: самому заниматься каким-то вопросом;

* to rub shoulders with... - якшаться с.../ запросто общаться с..;

нет замены общению один на один; получить степень магистра; получить пользу от неформального общения с учеными мирового значения; уровень руководства, заботы и внимания; наиболее ярко помнить; однокурсники; система свободного предпринимательства; почти за десять лет до..; обучать; вицепрезидент по вопросам научного исследования и развития; сильнейшее послание студент получает от своего наставника; значительный вклад в общество; поощрять.

Ex. Translate the following phrases from the text and use them in the

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translation below. mentor; to benefit from..; eventually; to effect the health of everybody; guidance, care and attention; outstanding scientists; to earn PhD; application of technology; to enjoy a strong reputation; to train generations of scientists; to remember vividly; informal discussions; brief interaction with..; interacting one-to-one with..; significant contribution.

1.После получения докторской степени в течение двух десятилетий он работал в медицинской компании вицепрезидентом по вопросам науки и развития.

2.Роль наставника в жизни студента очень велика.

3.Применение высоких технологий означает значительный вклад в развитие общества.

4.На самом деле, нет ничего, что заменило бы личное (один на один) общение с выдающимися учеными.

5.В конечном итоге, это повлияет на здоровье всех людей на планете.

6.Следует помнить, что он обучал (целые) поколения ученых.

7.У Ратмана - хорошая репутация в деловом мире.

8.Наиболее ярко он вспоминает о годах обучения в Принстоне.

9.Он благодарен своему наставнику за его руководство, заботу и внимание.

10.У нас была возможность неформального обсуждения проблем с учеными мирового значения.

11.Даже краткое общение с ними приносило много пользы.

6. What does Mr. Rathnan think about the application of technology?

Part 2.

Porter Assesses Competitive Strategies for Industry

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Michael Porter '69 has always been a winner. At Princeton he got straight A's in mechanical and aerospace engineering and starred at golf. After earning an MBA and a PhD in economics at Harvard, he joined the Harvard Business School at age 26. He helped change the way management was taught, creating the whole discipline of competitive strategy. He's published three best sellers and nine other more specialized works. The latest, The Competitive Advantage of Nations, is an 855-page survey of the sources of national competitive prowess. First Boston CEO John Hennessey calls Porter the "world's greatest expert on strategies and industries."

When Porter talks about competitiveness, people listen. He has some very definite ideas on the issue of government's appropriate role in industry.

"There's a role both for the federal and state and local governments. There has been too much focus on the federal role. An industry's success often depends on very local conditions. Silicon Valley, Hollywood and the area around Boston are good examples. State and local governments often influence critical variables such as education and infrastructure. State and local regulations also have a major effect on companies' cost and innovativeness. "In the past businesses have believed that the local and national environment in which they operate is someone else's concern; the role of business is to do its job of producing goods and services effectively. In fact, the competitiveness of companies is determined by the available supply of skilled workers, proximity to nearby technology centers in relevant disciplines, access to capable local suppliers of the most advanced machines and components needed in the industry, and the presence of capable local rivals to stimulate dynamism. Companies must take at least partial responsibility for their competitive context, working with local companies, institutions and governments. IBM spends considerable resources to maintain the health of the U.S. semiconductor industry not out of charity but out of a desire to stay in the innovation race against Japanese rivals."

Porter, like other business experts, is especially concerned with education reform. "The problem in Washington today is a shortage of resources that is limiting new initiatives. The federal government's primary role in education should be to create the proper incentives, help support long-term investment and promote the rapid dissemination of new ideas. Federal government matching funds are invaluable in helping to rapidly diffuse to every state the hundreds of good ideas for educational reform that are popping up today."

What about the role of higher education in the country's efforts keep pace with competitors abroad?

"We've tended to view universities as independent centers of basic research-with the job of applied research somebody else's, like AT&T Bell Labs," says Porter. "Today we need a more textured view. We still need a group of universities with the resources to conduct basic research. However, most universities will not have advantages in truly basic research and are better off focusing on fields that address the needs of nearby industries. The University of Rochester's program in optics, for example, in conjunction with Xerox, Kodak, Corning and other locally based firms is a good example.

"Even in more basic research, to completely cut off researchers from industry is foolish. What a researcher in molecular biology at Harvard is studying may have profound implications for health care. I'm not saying universities should become preoccupied with commercial ventures. But business-university partnerships centered on particular fields, which rapidly diffuse basic discoveries to industry, will enhance competitiveness."

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For Princeton that means that projects linking scientific discoveries with industrial applications, such as the recently established Advanced Technology Center for Photonics and Optoelectronic Materials (POEM) and the Princeton Materials Institute (PMI), can make important contributions.

By W. O'Reilly ^

Vocabulary

to assess - оценивать;

*access to - доступ к...;

*to get A's - получать высшие баллы;

*prowess - доблесть, удаль;

*to focus (on) - сосредоточивать(ся), сконцентрировать(ся) на...;

*environment - окружающая обстановка, окружение, (внешняя) среда;

*out of charity - из (-за) благотворительности;

*out of desire - из (-за) желания;

*to be concerned (with) - быть озабоченным; быть заинтересованным в...;

*matching funds - соответствующие финансы/фонды;

*to diffuse - здесь: распределять;

*to pop (up) - неожиданно появляться, возникать;

*to keep pace (with) - идти в ногу (вровень) с...;

*rival - соперник, конкурент;

*competitor - конкурент, соперник;

*competitive - соперничающий, конкурирующий;

*in conjunction with - совместно с...;

*locally based - расположенный в данном месте

*application - здесь: заявка.

Ex1. Match the words with their Russian equivalents.

1.innovation a/ влиять

2.race b/ открытие

3.long-term c/ рассматривать

4.profound d/ действовать, работать

5.discovery e/ дело; забота, беспокойство

6.implication f/ правило, предписание

7.to depend on g/ новшество, нововведение

8.to conduct h/ переменные (составляющие)

9.to link i/ глубокий

10.to influence j/ подразумевемый (смысл, значение)

11.to view k/ поддерживать

12.regulation l/ побудительная причина

13.to operate m/ способствовать

14.concern n/ соединять, объединять

15.variables o/ долгосрочный

16.incentive р/ гонка

17.to support q/ зависеть от

18.to promote r/ проводить

Ex2. Match the phrases with their Russian equivalents.

1. to enhance competitiveness ?a/ соответствующие дисциплины

1. health care b/ недавно учрежденный

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3.applied research c/ местный поставщик

4.matching funds d/ дефицит/нехватка ресурсов

5.recently established e/ получить докторскую степень

6.relevant disciplines f/ ограничивать инициативы

7.advanced machines g/ усиливать конкуренцию

8.considerable resources h/ оптико-электронные материалы

9.expert on strategy i/ соответствующие фонды

10.local supplier j/ передовые станки

11.to maintain industry k/ значительные ресурсы

12.to earn a PhD l/ прикладное исследование

13.shortage of resources m/ специалист по стратегии

14.to limit initiatives n/ поддерживать промышленность

15.opto-electronic materials o/ здравоохранение

Ex 3Find in the text equivalents to the following phrases:

осуществлять (проводить) прикладные исследования; быстрое распространение новых идей; здравоохранение; полупроводник; полностью сокращать научных сотрудников из промышленности; открытие; долгосрочное инвестирование; определяется имеющимся числом квалифицированных рабочих; взять на себя ответственность (по-крайней мере, частичную); преимущество; быстрое распространение; коммерческое предприятие; зависеть от самих местных предприятий; нехватка/дефицит ресурсов; первостепенная роль; постановление передовые (современные) станки/механизмы и детали; значительные ресурсы на поддержание полупроводниковой промышленности; вносить вклад; конкурент; первостепенная роль федерального правительства.

Ex4. Translate the following phrases from the text and use them in the translation below:

to tend to view; to enhance competitiveness; to create the proper incentives; to support long-term investment; to be determined by the available supply of..; access to..; supplier, out of charity; out of desire; to be concerned with; ; to keep the pace with..; on the issue of..; to maintain industry; to address; to maintain the rapid dissemination of..; business-university partnership; shortage of resources; to address the needs of..; state and local regulations; proximity to..; to stay in the innovation race against Japanese rivals.

1.Проблема заключается в нехватке ресурсов (финансов), что ограничивает новые инициативы.

2.У нас была тенденция рассматривать университеты в качестве независимых центров базисного исследования.

3.Это может усилить конкуренцию.

4.Какова роль высшего образования в попытке страны идти в ногу с зарубежными конкурентами?

5.Партнерство между бизнесом и университетом развивается только в ряде (certain) областей.

6.Основная цель – создать соответствующие побудительные причины, поддержать долгосрочное инвестирование и способствовать распространению новых идей.

7.Конкуренция между компаниями определяется количеством квалифицированных рабочих, приближенностью к промышленным предприятиям и доступом к местным поставщикам.

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8.Подобно другим экспертам по бизнесу, он озабочен реформой в сфере образования.

9.У него есть очень четкие (definite) идеи по вопросусоответствующей роли

правительства в развитии промышленности.

10.Большинство университетов уделяют основное внимание исследованиям в тех областях, которые адресованы потребностям местных предприятий.

11.Постановления штата и местного руководства также имеют большое воздействие на возможность проведения научно-исследовательской работы.

12.IBM затрачивает значительные ресурсы на поддержание полупроводниковой промышленности не из благотворительности, а из желания устоять в конкурентной гонке с японскими соперниками.

5. What is his opinion about university-business partnership?

Topics for discussion.

1. George Rathman and Michael Porter - Prinston's alumni 2.Government's role in industry.

3.Competitiveness. Role of higher education in the country's efforts to keep pace with competitors abroad.

4.University-business partnership.

5.Possibilities of interaction at Princeton.

Text II-C

Surviving a Year of Sleepless Nights

Taking honors classes and getting straight A's made me a success. But it didn't make me happy By JENNY HUNG (HUNG lives in southern California)

Now a High School Senoir

I still remember my freshman year with a shudder; it was the year my friends and I joked about as the "Year of Sleepless Nights." It wasn't that I had contracted

a rare sleeping disorder or suffered from a bad case of insomnia that particular year; in fact, nothing could have been farther from the truth. I had done what

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many diligent students do: sacrifice precious sleep for the sake of academic

success.

Don't get me wrong; my parents never mandated that I take all the honors classes I could gain admission to. No one told me to take three honors classes. No one, that is, except the little voice in my head that convinced me scholarly success

was based upon the number of'H's" on my high-school transcript. The counselors cautioned me not to do it, students who had fallen into the trap before warned me

against it and my parents just left it up to me. Through it all, I just smiled and

reassured them, "Don't worry; I can handle it." The trouble was, I didn't have the slightest idea what lay ahead.

I soon found myself mired in work. For a person whose friends teased her about

being a neat freak, I grew increasingly messy. My room and desk looked like my backpack had exploded. There was no time to talk to friends on the phone, not

even on the weekends. Going to bed at midnight was a luxury, 1 a.m. was normal, 3 a.m. meant time to panic and 4 a.m. meant it was time to go to sleep defeated.

Most days, I would shuffle clumsily from class to class with sleep-clouded eyes and nod off during classroom lectures. There was even a month in winter when I

was so self-conscious of my raccoon eyes that I wore sunglasses to school.

My parents applauded my academic success, but hardly knew the price I paid for it. I vividly remember one night when my mother couldn't fall asleep. She

kept going to bed and getting up again. Every time I heard her get up, I'd turn off

my light so she wouldn't catch me still awake. By 5 o'clock that morning, I was so sleepy that I didn't hear her footsteps as she shuffled down the hallway. When she

saw the light under my door, she came in and demanded to know why I wasn't sleeping. That was when I knew I was defeated for the night. My mother frowned

at me with concern, and I no longer had the strength or energy to resist the temptation to rest. I woke up two hours later and got dressed for school.

Despite the sleep-deprived state I constantly lived in, the A's kept coming home

on my report card, and my homework was always turned in on time. I caught up on my sleep in what little spare time I could snatch on the weekends. I had

created my own hell, and I was determined to endure until I could get myself out of it.

By the time my freshman year ended, I was rewarded for my hard work. My school held an academic assembly in May, and posters naming the top 10 students in each grade dangled from the ceiling. And there, on the top of the

freshman list, I saw:

"1.) Jenny Hung GPA: 4.43." The sight of my name on that list was gratifying after all the hard work I had poured into getting it up there, but it also made me

think. Was that position really that important to me? Did I want to remember high

school as nights without sleep and days of work? Sure, the weight of the medal felt good in my hand, but it didn't mean much. That I would remain at the top of

that list was doubtful, and in the end, the paper of the poster was biodegradable.

There can only be one valedictorian in each class, and that person usually has to work his fingers to the bone against fierce competition to claim that position. That

life, I decided, was not for me.

When sophomore year came around, I chose my classes carefully. The honors

classes didn't completely disappear from my transcript, but they weren't as plentiful as before. I found myself busy with all the extra curricular activities that

began to fill up my days. My friends no longer thought of me as the outsider who

slept through lunchtime gossip. I felt the joy of holding a yearbook I helped to create, and spent hours on the phone comforting a friend who had burst into tears

over her dropping grades. After all these experiences, I frown when I hear my

classmates tell stories about their parents' pressuring them to do well in school. Sometimes I wonder if their parents understand what lengths their children go to

so they can sport bumper stickers on their cars proclaiming MY CHILD GOES TO HARVARD! If that's the case, they need to learn what my parents and I have

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learned: academic success means nothing if your heart isn't into earning it, and in the end, books will always fail to teach you as much as life itself.

SEPTEMBER 20, 1999 NEWSWEEK

Vocabulary

to survive - выжить, пережить;

honor's class - дополнительный предмет для получения диплома с отличием; admission - прием (например, в вуз);

freshman - первокурсник; shudder - содрогание;

to contract - взять/принять на себя обязательства; to suffer (from) - страдать (от);

insomnia - бессонница;

diligent - прилежный, трудолюбивый, усердный;

to sacrifice smth. for the sake of - жертвовать чем-то ради..; precious - ценный, драгоценный;

to mandate - поручать, разрешать, уполномочивать; to convince - убеждать;

scholarly transcript - табель; counselor - советник, консультант;

to caution (against) - предостерегать (против); trap - западня, ловушка;

to warn - предупреждать;

to reassure - убеждать, заверять; to handle - здесь: справляться; to lie (lay, lain) ahead - предстоять; to mire - погрязнуть, увязнуть; to tease - дразнить, приставать; neat freak - здесь: аккуратистка; messy - в беспорядке;

backpack - рюкзак;

to explode - взрывать(ся); luxiry - роскошь;

to defeat - расстраивать (планы), разрушать (надежды); to shuffle - шаркать (ногами);

sleep-clouded - здесь: заспанные, затуманенные; to nod off - "клевать" носом, дремать;

self-conscious - застенчивый; отдающий отчет (в своих действиях); rac(c)oon - енот;

rac(c)oon eyes - припухшие глаза; to catch - здесь: застать;

to frown (at) - нахмуриться (на); concern - беспокойство; temptation - искушение, соблазн;

A's - отличные отметки, высшие баллы; to deprive - лишать;

to snatch - ухватить;

to endure - выносить, терпеть; продолжать(ся), длиться; to reward - (воз)награждать;

poster - плакат;

to dangle - свисать, подвешивать;

to gratify - здесь: доставлять удовольствие;

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to pour (into) - здесь: вложить;

biodegradable - самоуничтожающийся, самораспадающийся;

valedictorian - амер.: выступающий с напутственной речью (при выпуске из вуза);

to work one's fingers to the bone - стереть пальцы до костей; fierce - сильный, беспощадный;

to claim - здесь: претендовать; sophomore - второкурсник; plentiful - многочисленный;

extra-curricular activities - внеучебная днятельность; to sleep through - проспать, прозевать;

gossip - сплетня, слух;

to comfort - утешать, успокаивать;

to burst into tears - разразиться слезами, разрыдаться; to drop - падать, снижаться;

to pressure - давить, заставлять; to sport - разг.: щеголять;

bumper sticker - наклейка на бампере автомобиля; to proclaim - объявлять, провозглашать;

to learn - узнать, научиться;

to fail -терпеть неудачу, провал.

Ex.1 Match the phrases with their Russian equivalents:

Ex.3. Translate the following words and phrases and use them in the translation below.

to caution; if that's the case; caunselor; to sport bumper stickers; extra-curricular activities; hardly to know; to fill up one's days;sophomore year; to create one's own hell; academic success; sleep-deprived state; to wear sunglasses; raccoon eyes; to resist the temptation of ; A's; to be at the top of the freshman list; to spend hours on the phone; to burst into tears; classmate; a bad case of insomnia; to keep going to bed and getting up again; to be sleepy; to lie ahead; to hear footsteps; to get smb. wrong; to have no slightest idea; to pressure smb. to do well in school; to remember vividly; to sacrifice smth. for the sake of..; diligent student; to fall asleep; with a shudder; to be mired in work; to frown (at); luxury; to choose classes thoroughly ; to fall into the trap; high-school transcript; to mean nothing.

1.Не поймите меня неправильно.

2.Наставники предупреждали меня не делать этого.

3.Я все еще отчетливо (живо) вспоминаю свой первый курс с содроганием.

4.Порой у меня были приступы жесточайшей бессонницы

5.Был даже такой период зимой, когда я настолько стеснялась своих припухших от недосыпания глаз, что мне приходилось одевать в школу солнцезащитные очки.

6.Я постоянно жила в состоянии недосыпания.

7.Когда закончился 2-й курс, я тщательно выбирала учебные курсы.

8.Как и многие прилежные студенты, мне приходилось жертвовать драгоценным сном ради успешной учебы.

9.У меня больше не было ни сил, ни энергии, чтобы устоять против соблазна отдохнуть.

10.Иногда мне хочется знать, знают ли родители, какой путь предстоит проделать их детям, чтобы они могли щеголять наклейками на бампере автомобиля "Мой ребенок учится в Гарварде"!

11.Однажды мама никак не могла заснуть.

12.Она то ложилась, то опять вставала.

13.Я была сонная, и не услышала мамины шаги.

14.Он боялся попасть в эту ловушку.

15.Я часами "висела" на телефоне, утешая подругу, рыдающую по поводу низких оценок.

16.Если дело в этом, им следует знать: книги не научат тебя так, как сама жизнь.

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17.Успехи в учебе ничего не значат, если вы не умеете применять свои знания на практике.

18.Мои родители вряд ли знали, какую цену я заплатила за то, чтобы иметь только отличные оценки в табеле об окончании школы.

19.Я хмурилась, слушая сокурсников, рассказывающих истории о том, как родители заставляют их учиться.

20.Мое имя стояло первым в списке первокурсников.

21.Вскоре я полностью увязла в работе.

22.Проблема в том, что я не имела ни малейшего понятия о том, что мне предстояло.

23.Станусь ли я первой в списке, было сомнительным.

24.Ложиться спать в полночь было настоящей роскошью.

25.Я сама создала себе ад.

Ex.4. Answer the following questions

:

1.What does Jenny Hung remember with a shudder?

2.What do most diligent students do?

3.When being a freshman, did Jenny have any entertainments (развлечения)?

4.How much did she sleep that time?

5.Why did she wear sunglasses sometimes?

6.What was her report card like?

7.What was her place in the freshman list at the end of the academic year?

8.Did her opinion about academic success change when sophomore year was over?

9.Do parents really know about the difficulty of being admitted to Harvard University?

Topics to discuss

.

1.The price Jenny Hung paid for being on the top of the freshman list.

2.The reason why she changed her attitude toward the academic/scholarly success.

3.In your opinion, do academic achievements always mean successful career?

Text II-D

SPORTING COURSES

The only exercise many students are likely to take during their years at university is lifting a cup of coffee. But what about those who take sport more seriously? The ones who want to compete at the highest levels? How do they combine studying and training for their chosen sport?

Part 1

Paula Radcliffe

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In Loughborough, it's made easier for you because all the facilities are on

campus, so you don't waste time travelling. It's a brilliant place to do a degree. On a typical day, I got up in the morning at seven and trained for an hour. Then I

went to lectures from nine to one, had an hour off for lunch and then back to lectures or studying from two to six and then I'd go training for a couple of hours.

This still left plenty of time for socialising.

It was difficult during last year's exams — I was getting up at six instead of seven. I couldn't have kept that up for long. Serious training didn't get in the way

of my studying. It can't have done because I ended up getting a first-class degree. I just had to be very organised. In fact, I think training actually helped my

academic work. When you've been studying all day, your head feels woozy and it

feels wonderful to run it all off.

I didn't have allowances made for me in my academic work because of my sport. You do get special treatment if you do the sports science degree, but as languages have nothing to do with sport I didn't get special consideration. I

thought of sports as my leisure.

Now I've finished my degree, I still train at Loughborough. I also do some parttime translation work. I want to keep up my languages — when I'm past running

I want to go into international marketing. But as long as I'm fit I'll keep on running for at least another ten years.

Vocabulary to the Text.

facilities - мн.ч. оборудование; возможности waste - терять понапрасну

travelling - здесь: перемещение, переходы degree - (научная) степень

train - здесь: тренироваться couple - пара

leave* - оставлять, покидать plenty of - много

socialising - общение

keep* up (with) - не отставать, успевать get* in - здесь: нанести удар, повредить actually - действительно, на самом деле woozy (head) - головокружение

run* off - убежать, избежать allowance - здесь: скидка treatment - отношение, обращение consideration - здесь: внимание leisure - досуг, свободное время

be* fit - быть в хорошей физ. форме keep* on - продолжать(ся)

Part 2

Andrew Gomersall

When I first went to Oxford Brookes University, I had no idea I would become a professional rugby-player although I had set my heart on getting as far in the

game as I could. I started doing Estate Management, but I gave up after the first year as I found it too hard to combine with training. The lectures and seminars

were all at fixed times and if they clashed with my training I had to miss them. So I switched to Marketing, Management and Tourism, principally because this was

a modular course and I could select my options to fit in with my rugby.

For the first two years, I managed to balance things quite well. I would go to lectures in the morning and then drive to the rugby ground in the afternoon. In the

evenings, I would catch up with my coursework. It was an exhausting regime,

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especially with two hours' driving each day, but I coped —and even got a bit of a

social life too.

When I was selected to play for England, things got a bit out of hand as I had to put my rugby first. I was on tour in Argentina during the summer term. I bought myself a laptop computer to try and keep up with the course work but I never

used it.

The university has been very helpful and given me an extension to complete my degree. The way things are going I may have to ask for another extension. It's been a

hard slog, juggling my studies and my sport, but I've no regrets.

Vocabulary:.

set* on - здесь: настроиться (на) estate - (движимое) имущество give" up - бросать

combine - соединять, совмещать clash - совпадать по времени miss - пропускать

switch (to) - переключаться (на) select - выбирать

option - выбор, вариант

fit in - подгонять, подходить manage - удаваться

catch* up(with) - догнать, нагнать exhausting - изматывающий cope (with) - справляться (с)

a bit (of) - немного, чуть-чуть keep* up - не отставать, успевать extension - продление

complete - завершить, закончить

hard slog - Br.E. сленг: упорный, беспрерывный труд juggle - жонглировать

regret - сожаление

Part 3

John Crawley

I had played professional cricket before I went up to Cambridge, so I always had

it in mind to make cricket my first career. But I didn't want to abandon my studies as I thought it would be useful to have a second string to my bow. I also thought I

would be more relaxed about my cricket if I had something else to rely on but, in

fact, it didn't have this effect at all. My first year was the most difficult. I missed the whole of the second term when I was chosen to tour New Zealand with the

England Under 19s. I took some work with me but I didn't really keep up with it. The university insisted that sportsmen and sportswomen kept up with their

studies and I didn't get any preferential treatment. It was worst in the summer, when we play a lot of cricket, sometimes six days a week. Some people would get

up really early and get their work done before play started. Others would try to do

their academic work at the end of the day. I found it impossible to work like this and would just try to fit all the work into the day when we weren't playing. The

pressure on me during the final exams was immense. We finished playing cricket on May 16 and the exams began a week later. Still, I came away with a good degree, so I have no regrets about my time in Cambridge.

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Vocabulary:.

abandon - отказываться, бросать string - тетева (лука)

bow - лук (оружие)

rely (on) - полагаться (на) insist (on) - настаивать (на) preferential - здесь: особый treatment - здесь: отношение final - здесь: выпускной immense - огромный

Part4 Sian Lewis

I started off doing statistics at Glasgow. But after two years, and purely because of my sport, I transferred to Bath to do the last two years of my degree. I wasn't

getting enough support at Glasgow. Nobody was moderating my training apart

from myself. I just ticked away and did my own thing. But it was hard going. As modern pentathlon is five sports, you have to do a lot of training. At Glasgow it

took ages to get to the swimming pool. At Bath, I walk 100 metres across the sports field and dive into the new pool. It's great because I'm allowed to train with

Olympic swimmers. I really like having sporty people around me. The only thing I have to travel for is fencing.

I'm glad I did my degree in statistics because I think it will improve my chances

of getting a job. I would have liked to have got a sports scholarship to extend my degree for another year, but pentathlon is so expensive it's rare to get one.

However, the university has been very supportive. For example, last year the world championships coincided with my exams, so I was allowed to take them in

August instead of June. Sport and using your brain go well together. I particularly enjoyed my training when I was revising for my exams— it was good to get away

from all the stress of studying.

d/ Sian Lewis.

start off - стартовать, начинать purely - здесь: только

transfer (to) - здесь: перевестить (в, на) support - поддержка

moderate - облегчать, способствовать apart from - кроме, помимо

tick away - разг.: сбегать dive - нырять

allow - позволять fence - фехтовать

improve - улучшать, способствовать scholarship - стипендия

expensive - дорогой rare - редкий

coincide (with) - совпадать (с) instead of - вместо

brain - мозг particularly - особенно

revise - все просматривать(к экзамену) get away (from) - избавиться, устранить

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Ex.1 Translate the following sentences into English.

1. В этом университете все устроено (made) так, чтобы облегчить жизнь студентов. 2. Все помещения (facilities) находятся в студгородке, поэтому не нужно терять время на дорогу (переходы). 3. Каждый день я встаю в семь утра и

тренируюсь в течение часа. 4. Серьезные тренировки не повредили моей тренировке. 5. На самом деле (in fact), тренировки способствовали (helped) моей учебной работе (academic work). 6. Преподаватели не давали мне скидок в учебной работе из-за моих занятий спортом. 7. Поскольку языки не имеют

ничего общего (have nothing to do with) со спортом, я не получала особого внимания. 8. Я думала о спорте как о досуге (leisure). 9. Сейчас я занимаюсь переводами, работая на пол-ставки (part-time). 10. Но до тех пор (until), пока я буду в хорошей физической форме, я буду продолжать бегать

-

по крайней мере, еще десять лет.

Ex. 2 Translate the following sentences into English.

1. Несколько лет назад я понятия не имел, что стану профессиональным регбистом. 2. Я бросил учебу после первого года, поскольку мне трудно было совмещать учебу с тренировками. 3. Лекции и семинары проходили в строго

определенное (fixed) время и если они совпадали по времени с (моими) тренировками, мне приходилось пропускать их. 4. Затем я перевелся на другой

факультет, в основном (principally) потому, что там было модульное обучение

(module course), и я мог выбирать курсы таким образом, чтобы расписание подходило (fit) и для тренировок. 5. В течение первых двух лет мне довольно успешно удавалось сбалансировать учебу с занятиями спортом. 6. На лекции я

ходил утром, днем на машине добирался до спортивной площадки (rugby field),

а вечером выполнял домашние задания (course work). 7. Это был изматывающий режим, особенно с учетом 2-х часов езды в день, но я справлялся - и у меня

даже было время на общение (social life). 8. Когда меня отобрали (для того) чтобы играть за Англию, дела немного вышли из-под контроля (got out of hand). 9. Я купил переносной (laptop) компьютер, чтобы выполнять задания, но я никогда не пользовался им. 10. В университете дали мне продление, чтобы я мог закончить учебу и получить ученую степень.

Ex. 3 Translate the following sentences into English.

1. Я профессионально играл в крикет до того, как поступил в Кембридж. 2. Но

помимо (apart from) спорта, я должна была подумать о профессии, на которую

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можно рассчитывать (rely on) в будущем. 3. Я не хотел бросать спорт из-за учебы, но очень трудно было совмещать и то, и другое (both of them). 4. В университете настаивали (insist on) на том, чтобы спортсмены успевали

(keep

up) в учебной работе (academic work), поэтому я не пользовался особым отношением со стороны преподавателей. 5. Хуже всего было летом, когда приходилось много игарть в крикет, иногда 6 дней в неделю. 6. Одни студенты

вставали очень рано и делали учебные задания (course work) до начала тренировки, другие делали это в конце дня. 7. Мне это казалось невозможным, и я пытался выполнять задания в те дни, которые были свободны от

тренировок. 8. Давление на меня в течение выпускных (final) экзаменов было огромным. 9. Мы закончили играть в крикет 16-го мая, а неделю спустя

начались экзамены. 10. Тем не менее (nevertheless), я успешно завершила учебу и не сожалею о времени, проведенном в Кембридже.

Ex.4. Translate the following sentences into English.

1. Я начал изучать статистику в Глазго. 2. Но через два года - только из-за спорта - я перевелся в Бат. 3. В Глазго не поддерживали мои занятия спортом

(doing sports). 4. Кроме того, дорога до бассейна отнимала много времени. 5. Современный пентатлон требует больших тренировок. 7. В Бате мне разрешено тренироваться с Олимпийскими пловцами. 8. Мне нравится, когда

меня окружают (surround) спортивные люди. 9. Единственное, для чего мне здесь приходится ездить (drive/travel) - это фехтование. 10. Я рад, что получаю степень в области статистики, это улучшит мои шансы при поиске работы. 11. Я хотел бы получить спортивную стипендию, чтобы продлить обучение еще на год, но это почти невозможно. 12. Я тренировался и в период

подготовки (revise) к выпускным экзаменам, но мне это очень нравилось

(enjoy).

Word Study to the Text.

Ex. 5 Match the phrases with their Russian equivalents:

1. to be supportive 2. socialising 3. fencing 4. to get out of hand

5. to miss classes 6. to get a scholarship 7. to have no regrets 8. to clash with

выбирать свои варианты (курсов/предметов) g/ получать ученую степень k/

иметь в виду l/ пропускать занятия m/ выйти из-под контроля n/ фехтование o/ быть готовым прийти на помощь p/ находиться на территории

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студгородка

Ex.6. Match the phrases with their Russian equivalents:

d/ особое отношение e/ курсовая работа f/ понятия не иметь g/ работа на пол-ставки h/ выпускной экзамен

(with) - не отставать, успевать; 10. to keep on (doing) - прололжать; 11.

Grammar Exercises

Ex 1: Answer these questions using the word in brackets.

-Yes, I wrote it yesterday.

1.Have you accepted this invitation?

2.Has she passed her test?

3.Have you seen the film?

4.Has she rung you up?

5.Has he buy a new car?

6.Have you given up smoking?

7.Has George got his driving license?

-When did you last drive a car?

1.I haven’t slept well for ages.

2.He hasn’t played tennis for a long time.

3.We haven’t had a holiday for a long time.

4.They haven’t met for ages.

5.She hasn’t quarrelled with her friend for a long time.

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6.I haven’t been there for ages.

7.He hasn’t done this work for a long time.

-I haven’t seen him for two years.

1.When did you last visit Canada? (since last year)

2.When did you last hear from her? (for a long time)

3.When did he last make a bad mistake? (never)

4.When did you last take part in a competition? (since last summer)

5.When did she last write to you? (for a year)

6.When did you last study in France? (never)

7.When did it last rain? (for a long time)

Ex 2 Replace the infinitive in brackets by the correct tense form – the Present Perfect or the Past Indefinite (Active)

-I have seen this film twice. I saw it in … .

1.They (to go) to France last summer.

2.They (to live) in London for twenty years.

3.I (to learn) many new German words lately.

4.Last week I (to learn) many new English words.

5.When you (to visit) your parents last time?

6.You ever (to visit) Spain?

7.I (not to see) you at church last Sunday.

8.I (not to see) you at church since last month.

9.He (to write) the letter to his friend only yesterday.

10.You (to visit) your sick friend today?

11.When you (to go) to see him?

12.I (to read) the book twice. I first (to read) it in 1998 and I (to read) it again this year.

Ex 3 Make up sentences following the model

Model:- Have you ever been in New York City.

-I have never been in New York City.

-Last month I was in New York City.

-tell a lie

-steal anything

-eat this dish

-hear strange noise at night

-buy a brand new car

-sleep all day long

-not do all the homework

-work all through the night

-send a telegram

-shake hands with a famous person

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-fly a plane

-see a ghost

-win money in the lottery

-make a bad mistake

Ex 4 Draw conclusions.

Example: - They began to discuss this problem at 10 a.m. It is 11.30 now and they are still discussing it. They have been discussing it for one hour and a

half.

1.The rain started at 10 a.m. It is 4 p.m. now. It (rain) since … .

2.She arrived in London in 1998. So she (live) in London for … .

3.When I came home at 6, my sister was speaking over the telephone. It is 7 o’clock now and the phone is still busy. She (speak) for … . What a chatterbox!

4.The performance began at 7.30. My friend hasn’t come yet. It is 8 o’clock now. She already (be) one our late.

5.The traffic is too heavy. We left the office at 3 and planned to arrive at our country house at 4. But it is 4.30 now and we still (drive) there. We are nervous and angry.

6.She sat near the window in the morning. It is afternoon now. So she (sit) and (do) nothing since … .

Ex 5 Make up the dialogues following the model using the words given below,

-How often do these buses run?

-Every 20 minutes, I think.

-We’ve been waiting here much longer.

-Maybe we’ve been standing in the wrong place.

a)- how long /take/ drive

-one hour

-longer

-wrong highway

b)- how long / plan / talk over the telephone

-five minutes

-longer

-keep track of the time

c)- what / speed limit / highway

-50 mph

-faster

-watch the speedometer

d)- how often / trams / run

-15 minutes

-longer

-wrong corner

Ex 6 Translate the sentences into Russian paying attention to the usage of the Present Perfect Present Perfect Continuous – Past Perfect Continuous.

1. When I looked out of the window, it had been raining.

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2.He has been running this firm for more than five years.

3.We haven’t heard from him lately.

4.They have been building this bridge for a very long time.

5.I have known her since childhood.

6.We had been discussing our plans for two hours already when she came.

7.She has been teaching English since she graduated from the University.

8.Where have you been? I’m all cold. I have been waiting for you for 40 minutes.

9.When Alice came back from the beach, she looked very red from the sun. She had been lying in the sun for several hours.

10.I’ve been looking forward to meeting him since I heard about his new project. It’s fantastic!

11.What have you opened all the windows for? The weather is nasty today.

12.How long have you been using your car?

13.She has made a terrible mistake, she is suffering from it now.

14.When I arrived, John was angry with me because I was late again and he had been waiting for a very long time.

Ex 7:

a)Read the dialogue.

b)Read one of the parts and supply the other part from your memory.

c)Act the whole dialogue from memory.

d)Continue the dialogue

e)Make up a story based on the dialogue.

Ann: Where have you been? I’ve been waiting for you very long. Ted: How long have you been waiting?

Ann: I’ve been waiting for about an hour. I’ve been waiting since 12 o’clock. What have you been doing.

Ted: I’ve been sleeping.

Ann: And I’ve been standing here! I have been standing in the rain. I’ve been getting cold.

Ted: I’m sorry. I’ve been feeling so tired. I’ve been meaning to phone you. Ann: …..

Ted:

…..

Ex 8 Translate into English using the Present Continuous, the Present Perfect or the Present Perfect Continuous.

1.a) - Как ты себя чувствуешь?

-Не очень хорошо. Мне уже несколько дней нездоровится.

b)– Где ты была? Я пытался найти тебя весь день

-Я была у подруги.

-А я все время искал тебя!

-Я думала позвонить тебе.

-Почему же ты не позвонила?

-Я забыла дома записную книжку с номером твоего телефона.

c)- У тебя есть сейчас свободное время?

-Да, а что?

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- Я хочу, чтобы ты познакомился с Mr. Barnard. Я очень давно хочу

Вас

познакомить друг с другом.

-Какая удача! Я тоже давно мечтаю о встрече с ним.

d)- Кто тот человек на углу?

-Я никогда не видел его раньше.

-Я тоже. Почему же он машет нам рукой.

-Может быть, он пытается спросить нас о чем-нибудь.

Ex 9 Open the brackets putting the verbs in the Past Indefinite and Past Perfect.

1.They (to complete) all the preparation for the party by 6 o’clock.

2.We (to stay) at the station for the night because we (to miss) the last train.

3.After the doctor (to examine) the sick child he (to have) a talk with his mother.

4.Hardly he (to see) her he (to feel) that he (to fall) in love with her.

5.He (to look) healthier than on the day we first (to meet).

6.We (to drive) out of town by the same highway as we (to enter).

7.When they (to come) to the bus station they (to find out) that their bus already (to go).

8.The rain already (to stop) when we (to get) off the tram and (to walk) home.

9.The clock hardly (to strike) two when the children (to rush) out on the playground.

10.Mary (to drive) half the way home when she (to discover) that she (to leave) he keys in the office.

Ex 10 Open the brackets using the proper tense forms.

And then Edward suddenly (stiffen) and (go) cold all over. This (be) not his car. It (be) very like it, yes. But by a thousand small signs Edward (realize) that it (be) not his car. Edward (remember) that there (be) another car standing some little distance away. He (not notice) it particularly at the time. He (return) from his walk by a different path from that by which he (go) down into the hollow. This second path (bring) him out on the road immediately behind, as he (think), his own car. It must really have been the other one. In about ten minutes he (be) once more at the spot where he (half). But there was now no car at all by the roadside.

(A. Christie)

Ex 11 Open the brackets putting the infinitive in the Future Perfect.

1.By this week-end I (to finish) to write my composition.

2.He (to reach) home before the rain starts.

3.How many new English words you (to learn) by the end of the term?

4.Don’t go there now. You’ll be too late. By the time you get there everybody (to go) home.

5.By the next time I see you, I (to graduate) from the University.

6.We have been married for a long time. By our next anniversary, we (to be) married for 30 years.

7.This traffic is terrible. We are going to be late. By the time we get to the railway station, Ann’s train already (to leave).

8.I (to be) old by the time you propose me.

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9.Has your mother fallen ill? Don’t worry, by the time you get home from the office, I (to send) for the doctor.

10.I’m afraid by the moment this boring interview is over, everybody (to leave) the hall.

Ex 12 Put the verbs in brackets in the proper tense form (Active)

1.We (not to be able) to start the experiment before we (to obtain) the necessary data.

2.He (to solve) the cross-word puzzle for half an hour and he (to say) he (to be) about to finish it as he (to think) over the last word.

3.He (to tell) me he (to wait) for me for some time already.

4.They soon (to move) to a new cottage. I’m afraid it (to be) rather far from us.

5.We (to arrive) at the station a few minutes late. The train (to go)!

6.My favourite sport (to be) jogging. I (to run) my 4 miles every morning and that (to be) enough to keep me fit.

7.You (to find) already the necessary material or you still (to look) through the books? You (to look) through them long?

8.- I (to hear) you (to leave) for France.

-Yes, I (to dream) of such a trip since my childhood.

9.I (not to go) on the excursion as I (to be) already there.

10.The tourists (to pack) up and (to leave) the hotel, but then one of them suddenly (to remember) that he (to forget) to take his ticket which (to lie) on the table.

11.- You already (to see) the new film?

-Yes, I (to see) it yesterday. It (to make) a deep impression on me.

12.I (to know) at first it (to be) not easy for me to get along with her

parents. But I (to try) for I (to have) no choice.

Ex13. Translate into English using the Passive Voice

1. Ему сообщили все эти сведения перед тем, как он уехал. 2. Все письма будут написаны к 3 часам дня. 3. Преступник еще не пойман полицией. 4. Вас предупредили. 5.Когда я вернулась в свой родной город, театр,почти сгоревший при пожаре, все еще строился. 6. Все вопросы уже решены, не так ли? 7. Много совместных предприятий было открыто в последнее время. 8. Экзамен будет сдан студентами к началу сессии, досрочно. 9. Нас спросили, почему все вопросы не были обсуждены до начала заседания. 10. Раньше его никогда не видели на улице без трости.11. За этого кандидата уже проголосовало большинство избирателей. 12. На ваш вопрос еще не ответили?

Ex 14 Change the following sentences into Indirect Speech following the examples. Notice the changes in the pronouns.

I. Indirect Statements.

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1.Peter said, “I hope to pass all the exams with excellent grades”.

2.Ann said, “I have never visited New York”

3.The bus conductor said, “I am not going to repeat my question”.

4.Jack said, “My sister was speaking over the telephone when I came home. So I couldn’t call you on time”.

5.The teacher told me, “You didn’t write your essay properly”.

6.My friend told me, “We have plenty of time to prepare for the exam”.

7.Henry said to me, “I didn’t want to disturb you”.

II. Indirect Requests and Commands.

1.I said to my friend, “Meet me after the classes, please”.

2.The teacher said to her little pupils, “Don’t run across the street”.

3.The doctor said to the patient, “Stay in bed for three days”.

4.I said to Ann, “Don’t look at me angrily”.

5.The conductor said to Jim, “Don’t smoke in this carriage”.

6.Mother said to little Tommy, “Go to bed immediately”.

7.He said to me, “Read all the instructions attentively”.

III. Indirect General Questions.

1.He asked Jack, “Do you smoke?”

2.Ann asked me, “Can you drive a car?”

3.Mr. Johnson asked, “Did you mail that letter for me?”

4.The teacher asked Peter’s mother, “Has Peter fallen ill?”

5.Mother asked Henry, “Are you going to help me?”

6.I asked Tom, “Will you give me your dictionary?”

7.My friend asked me, “Have you ever visited a picture gallery?”

IV. Indirect Special Questions.

1.Bob asked me, “Where does Jack live?”

2.Ann asked Henry, “Why do you smoke so much?”

3.Mother asked the children, “Who can help me in the garden?”

4.The students asked the teacher, “What marks did we get for our last composition?”

5.Father asked me, “What are you going to do tonight?”

6.The doctor asked the sick man, “How long have you been ill?”

7.I asked the teacher, “What does this word mean?”

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Ex 15 Open the brackets putting the verbs in the proper tense forms.

I (to have) an unusual experience yesterday. I (to be) downtown and (to decide) to stop at the bank to see Alice Brown. I (to think) she (may) have time to go to lunch with me. When I (to get) to the bank, they (to tell) me she just (to step) out for a few minutes. I (to ask) them if she (to be) back by 11.30, and they (to say) yes. I (to have) some time, so I (to decide) to wait for her. I (to say), “I (to be going) to wait for Alice, if you (not to mind)”. And then I (to walk) over to some chairs by the windows and (to sit) down. I (to decide) to watch the front door because I (to know) she (to come) in that way. I (to wait) but she (not to come) through the door. Finally, I (to decide) not to wait any longer. It (to be) 12.30 and I (to be sure) that she (not to be) back until after lunch. I (to get) up and suddenly somebody (to call) my name. I (to turn) around and (to see) Alice. I (to tell) her that I (not to see) her come in I (to say), “I (to know) you (to come) back any minute, so I (to watch) the door”. Then she (to tell) me she (not to go) anywhere. When I (to say) that someone (to tell) me she (to step) out of the bank for a few minutes, she (to tell) me she (not to leave) her office all morning.

Ex 16 Retell the following dialogues in indirect speech.

N 1.

Susan: What were you doing between 8.00 and 8.30 last night? I tried to call you. Alice: Oh, was that, you? I heard the telephone ring.

Susan: Why didn’t you answer it?

Alice: Because I was in the bathtub.

Susan: I was calling to tell you about the earthquake.

Alice: You’re kidding! Was there an earthquake last night?

Susan: No, but I thought there was. All of a sudden, there was a loud noise and I felt

the whole house shake.

Alice: What was it?

Susan: It was just a big jet going over – a 747, I guess.

N 2.

Tommy: I don’t want to go to school today, Mom. Mother: That’s nothing new!

Tommy: Why don’t you call the Principal? Tell her I can’t come to school today. Mother: I can’t do that, Tommy.

Tommy: Tell her I’m getting a bad cold and our doctor thinks I should stay in bed.

Mother: I’m not going to tell a lie like that. I’m ashamed of you, Tommy!

N 3.

A:Are you waiting for the bus?

B:Yes.

A:Today’s a holiday, you know, I don’t think many buses are running today.

B:Oh, I think they are running all right. They’re just slow.

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A:I think you’re going to have to wait here a long time.

B:Well, we’ll see … .

Ex 17 Put the following into Indirect Speech.

1.“What do you mean?” – he asked.

2.“Will you go to London next week?” – she asked her friend.

3.“Don’t tell me a lie” – mother asked her son.

4.“You are late as usual” – she said angrily to Tom.

5.“Why did you travel first class?” – I asked her.

6.“Have you been waiting for me long?” – she asked Bob.

7.“You have made a bad mistake” – the teacher said to a student.

8.“Do you always pass your exams with excellent marks?” – she asked me unbelievingly.

9.“Where were you yesterday? I was calling you all evening” – he asked his friend.

10.“Can I do something for you?” – an old man asked a crying boy in the street.

11.“Please wait for me at the corner, Richard,” – she asked.

12.“Don’t come home so late, Nick”, - mother asked.

13.“What else did you see?” – the policeman asked me.

14.“Leave the classroom at once”, - the teacher asked the pupil.

Ex 18:

a)Translate into English

b)Convert into direct speech. Make all the necessary changes.

1.Он нам сказал, что достал билеты .

2.Она сказала, что очень занята и давно не была в театре.

3.Мы сказали, что вернемся через час.

4.Она говорила, что не может понять, почему мы переменили решение.

5.Она сказала, что не знает, когда он уезжает.

6.Он нам говорил, что каждый день занимается в Публичной библиотеке.

7.Она меня спросила, где я живу.

8.Он спросил меня, читала ли я Диккенса в оригинале или в переводе.

9.Мы ему сказали, чтобы он нас не ждал.

10.Секретарь сказал, чтобы мы позвонили завтра.

11.Учитель сказал, что никак не ожидал такого ответа на свой вопрос.

12.Она спросила, почему никто не сообщил ей эту новость раньше.

13.Доктор сказал им, чтобы они не будили больного ребенка.

14.Она спросила, понимаю ли я то, что происходит.

15.Я спросила сестру, почему она не позвонила мне вчера.

16.Мама спросила меня, как я сдал экзамен.

Ex 19. Translate into English

1.Я никогда не забуду того, что они для меня сделали.

2.Я знал, что она сейчас готовится к экзаменам, и мне не хотелось беспокоить ее.

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3.Студент не знал, что означает это слово и попросил разрешения взять словарь.

4.Мэри сказала, что уже получила водительские права и сейчас ездит на работу каждый день на машине.

5.Он сказал, что вернет деньги на следующей неделе.

6.Сосед спросил меня, где я жил раньше.

7.Она сказала, что думает, что завтра не будет дождя и мы поедем за город.

8.Анна знала, что обычно Елена встает в 6.30 утра.

9.Он не знал, что его ждут и поэтому не спешил.

10.Мне сказали, что вы уже больше не возвращаете книги в институтскую библиотеку.

11.Она сказала, что не сделает этого ни при каких обстоятельствах.

12.Он спросил, что мы сделали с тех пор, как начали работать над этой проблемой.

13.Я пообещал, что я расскажу ей обо всем после ее выздоровления.

14.Линда знала, что Феникс – столица штата Аризона.

Тед был уверен в том, что уже встречал эту девушку раньше и не сомневался, что они

SPEECH EXERCISES

Ex. I Study the models and speak about your studies:

1. When do you go to the University? What do you do there?

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4. Was it difficult to enter the University?-

Not in the least! I entered the University in 1996. I would’t say so.

Certainly. It was rather difficult. On the contrary.

For me, it was quite easy.

Study the patterns and speak:

1.= abbriviations in the time-schedule -

= LAB, LEC, SEM, MIDTERMS, FINALS

2.Make sentences according to the pattern:

translate English; speak to the Dean; defend thesis; make a speech; date a girl; do some research; listen to our professor.

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ПЕРВЫЕ ДНИ В УНИВЕРСИТЕТЕ

Программа подготовки специалистов с высшим образованием любого американского колледжа или университета направлена на приобретение студентами достаточно разносторонних знаний с уделением основного внимания так называемому “основному предмету специализации”. Специализация заключается в выборе курсов, которые студент считает главными для получения степени и которые лежат в основе его/ее обучения. После определения специализации студент посещает множество учебных занятий в выбранной области как на младших (первые два года), так и на старших (последующие два года) курсах.

Иностранцу может показаться странным, что в США студенты начинают обучение по программе, предусматривающей присвоение степени бакалавра, еще не зная, какую область они изберут основным предметом своей специализации. В Америке это считается вполне нормальным явлением. Первые два года студенты обычно проходят целый ряд курсов по самым разным предметам. В результате даже студенты, указавшие или выбравшие основную область специализации еще в период поступления в вуз, впоследствии нередко меняют ее на более для них интересную. Курсовые работы и зачеты, сдаваемые в течение этого периода “общего обучения”, учитываются при присуждении степени. Обычно студенту надлежит окончательно выбрать основную область своей будущей специализации к концу второго года обучения.

При поступлении в университет или колледж студенту выделяют “консультанта по учебным вопросам”, который одновременно является членом профессорско-преподавательского состава данного университета. Он/она помогает студенту выбрать необходимые учебные занятия и составить индивидуальный план учебной программы, а также будет контролировать ее выполнение. При этом никто не запрещает студенту обращаться за советом к другим преподавателям данного вуза.. Иными словами, если вам необходима помощь, вы сами должны найти ее,

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пользуясь тем или иным источником, имеющимся в распоряжении данного учебного заведения.

В аспирантуре обучение приобретает узко специализированный характер. Большая часть времени уделяется той области, в которой аспиранту будет присвоена степень. При этом сохраняется определенная возможность получения знаний по другим дисциплинам, интересующим аспиранта. Большинство американских колледжей и университетов имеют ориентационные (вводные) программы для новых студентов, призванные ознакомить их с университетом, его кампусом, а также с населенным пунктом, в котором расположен данный университет. Ориентационные программы дают возможность встретиться и установить контакты с другими иностранными и американскими студентами, преподавателями и местными жителями. Студентам предоставляется информация о действующих в их колледже или университете правилах внутреннего распорядка, таких как процедуры регистрации или назначения консультантов по учебным вопросам. Во многих колледжах и университетах существуют специальные вводные программы для иностранных учащихся, дающие им такие же сведения, как и американским студентам-новичкам, но и дополнительно информацию и рекомендации по другим вопросам, имеющим большое значение для иностранных студентов.

Vocabulary

быть направленным на - to be directed at, to be aimed at; приобретать - to gain, to obtain;

разносторонний - various;

уделять осн. внимание - to emphasize; так называемый - so-called;

основной предмет специализации - major subject; заключаться (в) - значить - to mean;

выбор - selection; считать - to consider; в основе - at the basis;

определять - to identify;

посещать занятия - to attend classes;

предусматривать - to envisage;

считаться - to be considered;

явление - thing;

проходить курсы - to take courses; предмет - subject;

поступать в вуз - to enter the university;

впоследствии - later;

менять - to change;

курсовая работа - course work;

зачет - credit;

в течение - during;

общее обучение - general education; учитывать - to take into account; присуждать степень - to award the degree;

окончательно - finally;

к концу - by the end;

выделять - предоставлять - to provide;

консультант по учебным вопросам - adviser on educational matters;

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одновременно - at the same time; член - member;

профессорско-преподавательский состав университета - faculty;

составить индивидуальный план - to make an individual schedule; запрещать - to forbid;

обращаться за советом - to ask smb. for an advice;

многообразие источников - a variety of sources;

быть ответственным (за) - to be responsible for; иными словами - in other words;

тот или иной - this or that;

быть в распоряжении - to be available;

аспирантура - post-graduate course;

приобретать - to acquire;

уделять - to concentrate (on);

определенный - cetain;

ориентационный (вводный) - introductory; располагаться - to be located; установить контакты - to make contacts; консультант - adviser;

сведения - data, information;

дополнительный - additional;

вопрос - matter.

Text 2

ЗАЧЕТЫ И УЧЕБНЫЕ НАГРУЗКИ

Для получения степени необходимо сдать определенное число зачетов и набрать определенную сумму зачетных единиц, а также пройти определенное число курсов, требуемое в рамках вашей специализации. Количество зачетов зависит от типа курсов и количества часов в неделю по тому или иному предмету. Это относится как к практическим, так и к любым другим занятиям.

Каждое учебное заведение обычно требует минимальное и максимальное количество зачетных единиц, которые студент может набрать за один семестр. Как правило, студент имеет право ходатайствовать о сдаче большего числа зачетов, чем установленный максимум, но иностранным студентам рекомендуется, по крайней мере, в течение первого семестра, сдавать минимальное количество зачетов, требуемое для поддержания статуса студента очного отделения, что, в свою очередь, необходимо для сохранения статуса визы. Если после начала семестра студент обнаруживает, что записался на изучение слишком большого числа предметов, занятия по которым не успевает посещать, или что одновременное изучение многих трудных дисциплин ему не под силу, можно прекратить посещать занятия по тому или иному предмету (отказаться от его изучения), и подобный шаг не повлечет за собой никаких административных последствий при условии, что это сделано до определенного срока. Если последнее требование представляет для студента проблему, то следует обратиться к консультанту иностранных учащихся и

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обсудить с ним сложившееся положение. Никогда не следует прогуливать занятия в надежде на то, что это позволит уйти от проблемы. Непосещение занятий, как правило, приводит к неуспеваемости. Кроме того, обычно существует возможность добавления нового предмета к своей учебной программе. Однако спустя одну-две недели после начала семестра подобный шаг может привести к плачевным результатам. Начав изучение предмета с опозданием, студент может не догнать группу студентов. Иностранные студенты часто удивляются тому, что при изучении каждого предмета необходимо проделать так много работы. Выбрав для начала минимальное количество зачетных часов за первый семестр, вероятно можно определить, какую учебную нагрузку вы способны выдержать в течение одного семестра, не подвергая себя при этом нежелательным перегрузкам.

Vocabulary зачет - credit;

пройти курсы - to take, to complete courses;

определенный - certain;

требуемый - required;

в рамках - within the framework; зависеть от - to depend (on);

относиться к - to apply to;

требовать - to require;

семестр - term; ходатайствовать - to ask for; в свою очередь - in its turn;

сдавать зачеты - to get credits;

поддерживать статус визы - to hold/support visa status;

обнаруживать - to find out;

не успевать посещать - to fail to attend;

одновременный - simultaneous; дисциплина - discipline, subject;

не под силу - to be not able to do smth.; повлечь за собой - to be followed by;

последствия - здесь: measures;

до определенного срока - up to the fixed date;

требование - requirement;

представлять проблему - to make a problem; сложившееся положение - existing situation;

вести к - to lead to; to be resulted in; неуспеваемость - bad academic results

кроме того - besides; добавлять - to add;

догнать группу - to catch up with the group;

удивляться - to wonder;

определить - to identify;

нежелательная перегрузка - undesirable overloading.