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15.Мы предпочитаем, чтобы задания (работы) были напечатаны.

16.Вы получите отдельно написанный отчет о вашей работе.

17.Не забудьте сделать широкие поля, где я могу написать комментарии.

18.Не забудьте указать источники информации.

Topics to discuss:

1.The course details.

2.Requirements to the assignments to be submitted.

3.Word length as the indicator of quality?

Text 1-B

Managing your study time

I WAS in a student coffee bar during my first week at university soaking in the atmosphere when a lad from Oldham, announced calmly that he intended to get a first in classics. He would work 25 hours a week, study five hours a day on weekdays and leave the weekends free. That would be sufficient.

I was committed to endless hours of work. I imagined that at some point I would spend weeks of intensive study. The vice-chancellor had told us in his address to freshers to look at the person on either side and note that in all probability one of us would not be around the following year. The message struck me: I would turn myself into a paragon of academic virtue. I could see that the classicist in the coffee bar had got it all wrong, or was bluffing.

Three years later he got his first whilst other friends struggled to very modest achievements. As I discovered when sharing a flat with him, he worked more or less to the plan he had outlined. He slept late in the mornings, only stirring himself if there was a lecture to attend. He played cards with the rest of us after lunch. Then he moved to his desk and stayed there till around seven. The evenings he spent more wildly than most – because of the late mornings. Nevertheless, when I came to look back I realised he had studied more than anyone else I knew. Through sticking assiduously to a modest but well-defined, realistic plan, he had achieved a great deal. He had enjoyed work much more, too. He argued that it was not possible to work productively at intensive intellectual tasks for more than a few hours at a time. I aimed to do much more. But I was easily distracted. By the time it was apparent that stretches of a day had slipped away, I felt so guilty that I blotted studies out of my mind, comforting myself with the thought of all the days which lay ahead.

I was too inexperienced at looking after my own affairs to realise I was already failing one of the major tests of studenthood, the organisation of time. I thought that success in studying was to do with how brilliantly clever and original you were; I had yet to discover that one of the central challenges of adult life is time management.

At school the work timetable was defined for us and teachers made sure we fitted all that was required into the school year. At university I was at sea. Time came in great undifferentiated swathes. What to do with it all? With 168 hours in a week – or 105, allowing nine a day for sleeping and eating – how many

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was it reasonable to spend on study? Individuals vary and different subjects make different demands. Nevertheless with a target you can plan your studies, not just waste your time. The sketch of weekly timetables, setting aside 40 hours to cover all study, is an invaluable aid in defining time. Then you can divide it into segments and use it strategically, rather than let it dribble away.

Defining what to do is harder. Take the booklists. How many books are students expected to read? How long should a book take? It took me so long to read just a few pages that I felt defeated when I looked ahead. Should I take notes? How many? What would I need them for?

I would sit in the library for a whole day, dipping into one book after another. What was my purpose? How would I know when I had achieved it? By comparison I went to lectures gratefully – at least I knew when they started and finished. Although my lecture notes weren’t up to much, I could tell myself I had accomplished something, which would bring down my anxiety level.

Much later I discovered I could learn a great deal from a close reading of selected sections; that taking notes could sometimes be very satisfying and at other time was not necessary. The trick was to take control; to decide what I wanted to find out – something specific – and then work at it until I had taken in enough to think about for the time being.

Dividing big jobs into smaller subtasks helps to bring work under control, allows you to set targets and check your progress. There is so much pressure to be ambitious -–to go for the long dissertation, to read the huge tomes. Yet achievement arises out of quite modest activities undertaken on a small scale. The trouble with the big tasks is that you keep putting them off. Their scope and shape is unclear and we all flee from uncertainty. The more you can define your work as small, discrete, concrete tasks, the more control you have over it.

Organising tasks into the time available can itself be divided into strategy and application. It is useful to think of yourself as “investing” time. Some tasks require intense concentration and need to be done at a prime time of day, when you are at your best and have time to spare. Others can be fitted in when you are tired, or as “warm-up” activities at the start of a session. Some, such as essay writing, may best be spread over several days. Some need to be done straight away.

There are few reliable guidelines. Essentially you have to keep circling round a self-monitoring loop: plan an approach to a task, try it out, reflect afterwards on your success in achieving what you intended and then revise your strategy.

Once you start to think strategically, you begin to take control of your studies rather than letting them swamp you.

Andrew Northedge

(author of The Good Study Guide – Open University)

Vocabulary to the Text. manage - распоряжаться soak in - впитывать

lad - парень announce - заявлять intend - намереваться

sufficient - достаточный committed (to) - обязаться

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address - обращение fresher - новичок

turn into - превращаться paragon - образец (совершенства) academic - учебный

virtue - добродетель, достоинство bluff - блефовать, обманывать whilst - в то время как

modest - скромный achievement - достижение discover - обнаружить share - разделять

share a flat - жить в одной кв-ре outline - обрисовать

stir - двигаться, шевелиться the rest of - остальные wildly - здесь: беспорядочно stick (to) - придерживаться

assidiously - прилежно, усердно a great deal - много

argue - доказывать distract - отвлекать apparent - очевидный

stretches of a day - здесь: период времени slip away - пронестись, улететь (о времени) guilty - виновный

blot out - вычеркивать, стирать, уничтожать comfort - успокоить, утешить

ahead - впереди inexperienced - неопытный affair - дело

fail - провалить, не удаваться test - проверка

be to do (with) - иметь общее (с) challenge - вызов

adult - взрослый define - определять make sure - убедиться reasonable - разумный individual - человек vary - различаться demand - требование

nevertheless - тем не менее target - цель

waste - терять поняпрасну (время, деньги) sketch - набросок, эскиз

invaluable - бесценный aid - помощь

divide - делить dribble away - утекать

defeated - побежденный, сраженный dip (into) - погружаться (в)

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purpose - цель comparison - сравнение

gratefully - с признательностью accomplish - выполнять

bring down - снижать

anxiety - беспокойство, тревога level - уровень

trick - хитрость, уловка target - цель

check - проверять

pressure - давление, прессинг huge - огромный

tome - том, книга (большая) activities - мн.ч. деятельность undertake - предпринять scale - масштаб

keep( + doing) - продолжать делать put off - откладывать

scope - объем shape - размер

flee - убегать, избегать discrete - раздельный, дробный available - доступный application - применение

invest - вкладывать, инвестировать require - требовать(ся)

spare - свободный (о времени, деньгах) fit in - подгонять, подстраивать warm-up - разогревающий

spread - распределить straight away - немедленно reliable - надежный guidelines - руководство essentially - по существу

self-monitoring - само-контролирующий loop - петля

approach (to) - подход (к)

reflect - обдумывать, размышлять afterwards - впоследствии, потом revise - пересматривать

swamp - завалить, засыпать (работой)

Word Study to the Text.

Ex1: Match the phrases with their Russian equivalents:

activities 16. to flee from uncertainty 17. to do straight away 18.

Ex3:. Translate the following sentences into English.

1. Парень из Олдхама спокойно заявил, что он намеревается занять первое место по классике. 2. Он будет работать 25 часов в неделю, учиться 5 часов в день по будням, и оставлять выходные дни свободными. 3. Этого будет достаточно. 4. Я обязался работать много, уделяя все мое время интенсивной учебе. 5. В обращении к новичкам было сказано, что не все их них останутся

здесь на следующий год. 6. Это сообщение поразило меня, я решил превратиться в образец академической добродетели. 7. 3 года спустя тот парень стал первым в группе, в то время как (whilst) другие "сражались" за более скромные достижения. 8. Он более-менее придерживался плана, который (ранее) очертил. 9. Иногда я чувствовал себя виноватым, поскольку время

уходило зря, при этом утешая себя, что все еще впереди. 10. Позже я понял, что одно из главных достоинств (challenges) взрослой жизни - это умение распоряжаться собственным временем. 11. Уловка состояла в том, чтобы взять (все) под контроль. 12. Разделение большой работы на меньшие задачи поможет

вам. 13. Мы все стрмимся избегать неопределенности. 14. Проблема с большими

задачами в том, что ты стараешься избегать(avoid) их. 15. Если вы начали мыслить стратегически, это позволяет вам взять под контроль вашу учебу.

Comprehension Check.

Ex4:. Answer the following questions:

1.What was the intention of the lad from Oldham?

2.What message was Andrew struck by?

3.What was he committed to?

4.How did he manage to see the success of the classicist?

5.What was his timetable like?

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6.Was Andrew industriou enough?

7.What are his main conclusions concerning studies?

Topics to discuss.

1.The lad from Oldham. His ambitions and achievements.

2.Andrew's hopes and commitments.

3.Strategical approach to studies.

Text I-C

Vocational Education

Part 1

(A passage from the article.)

As well as academic subjects improve students' minds and prepare them for college, a lot of high schools in the United States offer vocational courses. These prepare students for particular jobs. At different high schools in California, students can learn how to become cooks and waiters in hotels and restaurants or mechanics and salespeople in garages and service stations. The courses are available to high school students during the day as part of their normal school program. In the evenings they are also available to other people, who are not at school. Gene Abbott runs a course in automotive repair at San Rafael High School. He teachers his students how to repair cars. He gives some lessons in a classroom, but most of the course takes place in the workshop. It's a practical course, so students learn by doing as well by studying.

Part 2

Australia Plans Big Expansion in Vocational Training

By GEOFFREY MASLEN

MELBOURNE

The Australian government will spend $750-minion (U.S.) over the next three years on post secondary education and (raining programs 10 create an extra 120.000 places for students

The plan was announced by the Prime Minister, Paul Healing, as part of an ambitious $1.7 billion spending package to try to revive the nation's ailing economy.

Mr. Keating said Inc federal government would lake over full financing of "technical and further education"—known here as TAFE —from the states to create an expanded system of vocational-education institutes. The plan represents a shift in government emphasis away from higher education to what the Prime Minister called "the weak reed" of technical and vocational training.

Australia's TAPE system is the larger of (he two post secondary education sectors and now enrolls nearly a million students. It provides para-professional, technical and technological diplomas and certificates. But TAFEcolleges are a stale

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responsibility, and they have been left behind in the huge expansion of the federally supported higher-education system over the past 10 years.

Mr. Keating said the federal government would allocate more than $525-million between 1993 to 1995 to upgrade the technical and further education system and insure a sustained increase in students’ participation. An immediate infusion of about $30-million would create an additional 10.000 vocational-training places starting in July.

Severe Overcrowding

An extra Sl5-million would be allocated to new construction at universities over the next 12 months to be matched by $20-million from the institutions themselves. Most universities experienced severe overcrowding last year and have had to cut back on enrollment this year despite a huge surge in student demand.

Under the new plans, state and territory governments will retain responsibility for TAFE management and administration, while the federal government will take over the control and functional support for the sector.

Vocabulary:

expansion - расширение;

vocational training - профессиональное обучение; extra - дополнительный;

to announce - объявить, заявить, сообщить; ambitious - честолюбивый, амбициозный; spending - расходы;

package - пакет;

to revive - возрождать, оживлять, восстанавливать; ailing - нездоровый, больной;

to take over - сменять, идти на смену; shift - здесь: сдвиг, изменение; emphasis - акцент, подчеркивание; to provide - обеспечивать;

weak reed -????

to enroll - зачислять (студентов); responsibility - ответственность, обязанность; huge - огромный;

to support - поддерживать; здесь: финансировать; to allocate - выделять, распределять (финансах); upgrade - подъем;

to insure - обеспечивать;

sustained - длительный, устойчивый; increase - расширение, увеличение; immediate - немедленный, безотлагательный; infusion - здесь: вливание;

severe - суровый, серьезный, сильный, жестокий (о конкурсе) overcrowding - переполнение;

to match - здесь: дополнять; to cut (back) - сокращать; enrollment - набор (студентов); surge - резкое увеличение; demand - требование;

to retain - удерживать, сохранять.

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Ex 1:Find in the text equivalents to these words and phrases:

мастерская, заниматься на курсах, повар, официант, ремонтировать, механик, профессиональные курсы, старшеклассник, вести курсы, предлагать, продавец, доступный, обычная программа, станция техобслуживания, совершенствовать.

Ex2:. Find equivalents to the following words and phrases.

профессиональное образование; испытывать огромное переполнение; немедленное вливание; сохранить обязанности; выделить финансы; согласно новым планам;

за следующие три года; оживить/восстановить нездоровую экономику; после-школьное образование; создать дополнительные места; сдвиг; зачисление студентов; система высшего образования; будет дополнено;

поддерживаемый/субсидируемый/финансируемый государством; обеспечить долгосрочное увеличение; испытать; сократить; за последние десять лет.

Ex3:. Answer the following questions.

1.What for is the Australian government going to spend $750 million (U.S.)

2.over the next 10 years?

3.What are $ 1.7 billion allocated for?

4.What are the two post=secondary education sectors in Australia?

5.How many students do they enroll now?

6.What does TAFE mean?

7.Who are TAFE-colleges finenced (supported) by?

Ex4:. What do these phrases mean?

1.academic subjects;

2.vocational courses;

3.a course in automotive repair;

4.a practical course;

5.high school.

Ex5:.

1.Discuss vocational courses for schoolchildren in Russia.

2.List the skills that these courses train and the jobs that they prepare students for.

Ex6:. Answer the questions.

Which five of these subjects are the most important at school nowadays? Which five of these subjects are the least important at school nowadays?