I’ve been working He’s been working I haven’t been working He hasn’t been working

• The Present Perfect Continuous Tense.

• Inclusive: denotes an action which began in the past, has been going on up to the present and still going on. It is usually used with: -since, for I have been learning English for 10 years.(It is rendered in Russian by the present.)

• Exclusive: denotes an action which was recently in progress, but is no longer going on at the present moment. There are puddles everywhere. It has been raining hard.

Ex.7.Put the verb in brackets into the Present Perfect Continuous.

1.I (work) on this problem for two months.2. She (sleep) all this time? 3. “Are there any news about your latest project?” – “I just (tell) about it.” 4. He says he (not/ feel) well for the past week. 5. I (not/ sleep) well for months. 6.We (see) each other regularly since the party at Helen’s.7. “Jack isn’t working now.” – “He (not/work) for years.”

Ex.8.Make up sentences using the Present Perfect Continuous.

Example: Suzy is in her riding boots (she/ride) – She has been riding.

1.Have a rest now.(you /work too hard/ lately) ... ... ...

2.You are shivering(you / stand / in this cold / long?)... ... ...

3.Her hands are red and wet. (she / scrub /the floors / for three hours)... ... ...

4.The children are quite voiceless.(they / sing at the top of their voices/ since morning )

Ex.9. Translate into English.

1. Ты давно меня ждешь? 2.Как давно у вас болит нога? 3. Он занимается уже три часа. 4.Я учу испанский с сентября. 5. Анна ищет работу шесть месяцев. 6.Мой брат курит десять лет. 7. Они работают в Манчестере с 1 марта. 8.С какого возраста ты играешь в шахматы? 9. Как давно вы живете в этом городе?

Ex.10.Use the Present Continuous or the Present Perfect Continuous.

1. He had barely entered the room when his secretary said: ” Somebody (ring) for you for the last five minutes.” 2. I (read) Shakespeare in your absence and now I (try) to learn this beautiful sonnet. 3.”What the children (do)? ”- “ They (play) games all morning and now they (learn) to tell time by the position of the sun.”4. Many people believe that our climate (change) very markedly. 5. I (collect) the pictures with bridges since I graduated from the University.

Срсп 4. Higher education in great britain

Практические цели: практиковать студентов в устной речи и высказываниях проблемных вопросов по теме. Овладение дополнительной информацией о cистеме образования Англии. Обсуждение тематического материала, поиск нового материала.

What are Universities For?

The primary and central purpose (цель) of the university is the search (поиск) knowledge and fundamental understanding in all intellectual disciplines and the transmission (передача) of that knowledge and understanding.

It has also been a function of universities to give to young people from a relatively (относительно) narrow age group ( say 17-24) an education designed to develop their capacities (способности), more particularly their intellectual capacities, that is, the ability to judge evidence critically, to develop independence of mind, the ability to communicate , curiosity, reasoning power and factual accuracy.

The important thing on the one hand is to educate intellectually mobile (here гибкий) specialists capable of renewing and endlessly adapting themselves to new problems and, on the other hand , to organize co-operation on specific problems between specialists. To meet these varying needs, the most of universities divide their training into two parts: the first three years are devoted to basic education of a rather general and fundamental nature, and the last two years to specific research work, together with the preparation of a diploma paper. It tries , moreover, to give its students a civic and social formation which will enable them to be aware (осознавать) of the problems facing society and have a wish to solve them.

Ex.1. Read the text and answer the following questions.

1. What are the three components that make up the primary and central purpose of the University? 2. Can you recognize the difference between knowledge and understanding? Which is easier - to acquire knowledge or to understand it? What is fundamental understanding? Who transmits that knowledge and understanding?

3. What intellectual capacities is a university education designed to develop? Why are the ability to judge evidence critically, independence of mind, factual accuracy, curiosity important for a scholar? What do you understand by “the ability to communicate?” Why is it no less important? What is reasoning power? Explain it.

4.What are the necessary qualities of a university graduate?

5.How do our universities meet these needs? What are the first three years devoted to? What are the last two years devoted to?

6.What else besides knowledge in the chosen field does the university provide for the students?

Ex.2. Read, translate and discuss.

There is still, I think, not enough recognition by teachers of the fact that the desire to think-which fundamentally a moral problem -must be induced (here внедрять в сознание) before the power is developed. Most people, whether men or women, wish above all else to be comfortable, and thought is an uncomfortable process; it brings to the individual far more suffering that happiness in our imperfect world. (From “The Testament of Youth”)

1. Who was the first teacher that started to develop your power to think?

2. Do you agree that thought is an uncomfortable process? Give your reasons.

Ex. 3. Pair-work. Prepare your list of questions to ask your partner in the following situations.

Situation 1. Convince your friend who doesn’t believe in University education that University is the best-place to study law, history, philosophy, journalism, etc.

Situation 2. Interview your friend about his University experience.

Situation 3. Your friend believes that teaching will soon be done by computers. Challenge the statement that a teacher can be replaced by machines.

Ex.4. Correct the mistake in each sentences.

1. I’d like to go to the university to study medicine.

2. Economics are very difficult to understand.

3. Physic is not a popular subject.

4. I’m not interested in politic.

5. She was tired after her lesson so she went to the bed.

6. How many subjects did you make at school?

7. She went our of school when she was sixteen.

8. I went to college with eighteen years.

Ex.5. Read the text.

A will to Learn

I was educated some in chemistry , and in biology and physics too, at Cornell University. I did badly and I soon forgot all they tried to teach me. The Army sent me to Carnegie Tech (=technological institute) and the University of Tennessee to study mechanical engineering. I did badly again. I am very used to failure, to being at the bottom of every class.

A cousin of mine, who was also a high-school classmate, did very badly at the University of Michigan while I did badly at Cornell. His father asked him what the trouble was, and he made what I consider an admirable reply: "Don’t you know, Father? I’m dumb (тупой)."It was the truth. (After Kurt Vonnegut)

Ex.6.Answer the following questions.

1.As you may know K. Vonnegut is a famous writer. For what reasons do you think he failed as a student?

2.What do you think about your will to learn? Is it great enough?

Ex.7. Answer the questions:

1.Did you go to nursery school?

2.Do most children start primary school at the age of five?

3.Is the secondary school system similar or different?

4.How many subjects did/do you study at secondary school?

5.Did/do you study any subjects which are not included opposite?

6.What was/is your favorite subject?

7.How many lessons did/do you have every day?

8.Is/was your school a state school o public school?

9.At what age can you leave school?

10.How many terms are there in a school year?

Ex.8. How do you understand the following proverbs? Explain their meanings and write down a short report on them.

1. Better untaught than ill taught.

2. To know every thing is to know nothing.

Learning recommendations:

Class activity: In this unit of the course book students are supposed to get introduced with the new material: read the text, translate into their native language, summarize in English, complete post-reading tasks and grammar exercises, discuss new speech topics, compose monologues and dialogues in the class.

Home task: Students are assigned to find out additional short information about specific topic of the unit, complete grammar exercises, prepare reports given by the teacher.

Literature:

1. Учебно-методический комплекс для студентов 1 курса неязыковых специальностей, М.Ж. Тусупбекова, А.М. Мухтарханова, 2008, Астана, _____стр.