2. I’ll have been working I won’t (shan’t) have been working

The Future Perfect Continuous Tense

• Denotes an action which will begin before a definite moment in the future, will continue up to that moment and will be going on at that moment. By the next August she will have been teaching English for 30 years.

Ex.6. Put the verbs in brackets into the Future Perfect Continuous Tense.

1. By the end of this month we (learn) this language for ten years. 2. When my daughter goes to school we (live) here for over five years. 3. When the new century begins, they (reconstruct) this church for nearly 25 years. 4. If nobody stops him, he (grumble) for hours. 5. We can get there at 7 at the earliest. They will be painting the fence. If we arrive at 8.30, they (paint) it for three hours at least; and if we come at 9.30.,they will have probably finished the work.

Ex.7.Translate into English.

1.К тому времени, как он закончит университет, его родители проработают в Южной Африке два года. 2. Мы будем рекламировать эти товары несколько месяцев к тому времени, как они появятся на рынке.3. На будущий год к этому времени она будет изучать французский язык уже два года. 4. К тому времени, когда она приедет, я уже буду жить здесь в течение двух лет.5. К тому времени, как ты вернешься, я буду писать уже третий портрет. 6. Сколько времени они будут показывать этот фильм, пока ты не привезешь новый ?

Срсп 5-6. Higher education in the usa.

Практические цели: формирование умений и навыков устной речи и письменного выражения мыслей. Практиковать студентов в обсуждений проблемных вопросов по теме. Овладение дополнительной информацией о системе образования Америки.

A short history of Harvard University.

Harvard University, which celebrated its 350^th anniversary in 1986, is the oldest institution of higher education in the United States. It is situated in a town of Cambridge, state Massachusetts. Founded 16 years after the arrival of the Pilgrims at Plymouth, the University has grown from nine students with a single Master to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 graduate and professional schools. Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals.

Six presidents of the United States – John Adams, John Quincy Adams, Theodore and Franklin Delano Roosevelt, Rutherford B. Hayes, and John Fitzgerald Kennedy – were graduates of Harvard. Its faculty have produced more than 30 Nobel laureates.

Harvard College was established in 1936 by vote of the Great and General Court of Massachusetts Bay Colony and was named for its first benefactor, John Harvard of Charlestown, a young minister who, upon his death in 1638, left his library and half his estate to the new institutions.

During its early years, the College offered a classic academic course based on the English university model but consistent with the prevailing puritan philosophy of the first colonists. Although many of its early graduates became ministers in Puritan congregations throughout New England, the College was never formally affiliated with a specific religious denomination. An early brochure, published in 1643, justified the College’s existence: “To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches.”

The 1708 election of John Leverett, the first president who was not also a clergyman, marked a turning of the College toward intellectual independence from Puritanism. As the College grew in the 18^th and 19^th centuries, the curriculum was broadened, particularly in the sciences, and the College produced or attracted a long list of famous scholars, including Henry Wadsworth Longfellow, James Russell Lowell, William James, the elder Oliver Wendell Holmes, and Louis Agassiz. Charles W. Eliot, who served as president from 1869 to 1909, transformed the relatively small provincial institution into a modern university. During his tenure, the Law and Medical schools were revitalized, and the graduate schools of Business, Dental Medicine, and arts and Sciences were established. Enrollment rose from 1,000 to 3,000 students, the faculty grew from 49 to 278, and the endowment increased from $2.3 million to $22.5 million.

Under President A. Lawrence Lowell (1909-33), the undergraduate course of study was redesigned to ensure students a liberal education through concentration in a single field with distribution of course requirements among other disciplines. Today, 51 fields of concentration are offered to Harvard College students. The tutorial system, also introduced by Lowell and still a distinctive feature of a Harvard education, offers undergraduates informal specialized instruction in their fields.

One of Lowell’s most significant accomplishments was the House Plan, which provides undergraduates with a small-college atmosphere within the larger university. After being housed in or near Harvard Yard during freshman year, students go to 1 of 12 Houses in which to live for the remainder of their undergraduate careers. Each House has a resident Master and a staff of tutors, as well as a dining hall and library, and maintains an active schedule of athletic, social, and cultural events. Recent presidents James Bryant Conant, Nathan M. Pusey, and Derek Bok have each made significant contributions toward strengthening the quality of undergraduate and graduate education at Harvard while, at the same time, maintaining the University’s role as a preeminent research institution. Conant (1933-53) introduced a system of ad hoc committees from outside the University to evaluate tenure candidates being considered for faculty positions. Conant also initiated the General Education Program to give undergraduates breadth in fields outside their major study.

Under Nathan M. Pusey, (1953-71), Harvard undertook what was then the largest fundraising campaign in Pusey (the history of American higher education), the $85.5 million Program for Harvard College.The program strengthened faculty salaries, broadened student aid, created new professorships, and expanded Harvard’s physical facilities.

A similar but greatly expanded fundraising effort, the Harvard Campaign (1979-84), was conducted under the leadership of Derek Bok (1971-91) and raised $356 million by the end of 1984. Some of the important educational initiatives Bok undertook include: reform of the undergraduate course of study through the innovative Core Curriculum, the introduction of graduate programs crossing traditional borders of professional disciplines, new approaches to the training of lawyers and doctors, and a renewed emphasis on the quality of teaching and learning at all levels. Bok addressed major issues affecting higher education in our time and joined other educational leaders in proposing a renewed partnership between the federal government and higher education to address economic competitiveness, equal education opportunity, improved quality of life, and ethnical standards. He also supported the growing international dimension of the University and devoted considerable energy to building up the Kennedy School of Government, both physically and programmatically.

Neil L. Rudenstine took office as Harvard’s 26^th president in 1991. As part of an overall effort to achieve greater coordination among the University’s schools and faculties, Rudenstine set in motion an incentive process of University-wide academic planning, intended to identify some of Harvard’s main intellectual and programmatic priorities.

Those goals have become an integral part of the current five-year capital campaign. In addition, Rudenstine has stressed the University’s commitment to excellence in undergraduate education, the importance of keeping Harvard’s doors open to students from across the economic spectrum, the task of adapting the research university to an era of both rapid information growth and serious financial constraints, and the challenge of living together in a diverse community committed to freedom of expression.

Ex.1. Have a talk based on the text with your group mate, making use of the following questions.

1.What can you say about Harvard University?

2.When was celebrated its 350^th anniversary?

3.How many people do there work?

4.How many faculties are there?

5.How many presidents of the USA were graduates of Harvard?

1. How many Nobel laureats did graduate from Harvard?

2. When was established Harvard college?

3. Who was the first benefactor of it?

4. How do you think? Why it was named for John Harvard?

Ex.2. Make a list of all presidents of Harvard University. Speak about their contributions for development of Harvard University?

Ex.3.Divide the text into four parts and make an outline of them.

Ex.4.Retell the text.

Ex.5. Enact a panel discussion:

A panel discussion programme appears on TV. Four members of the public are invited to give their opinions. The questions for discussion are sent in by the viewers. The chairperson reads out the questions and directs the panel.

1. Open the group discussion by describing the members of the panel and the chairperson.

2. Split into groups of four students. Pretend you are the TV panel. Elect a chairperson and decide which of the four roles each of you will take: Mrs/Mr Terrie/John Hill, the academic vice president: Mrs/Mr Lilian/Joseph Ubite, a professor in the department of education; Mrs/Mr Denis/Gary Bell, a grad student in education: Florence/Donald Burrel, an undergraduate.

3. Consider the questions under discussion and enact the panel:

1.How should higher education be organized, governed, directed? How much, if any, freedom and autonomy should there be for universities and institutes? 2. Students should share the responsibilities in a university and enjoy equal rights with the faculty. The vital question is to what extent and in what ways? 3. Pros and cons of written and oral examinations.

Ex.5.Do library research and write an essay on one of the given topics:

1. Education for national minorities. The problem of bilinguism in the Kazakhstan and Russia.

2. The principal tasks of higher education.

3. Teacher training in the USA.

4.Problems in higher education in the USA and in Russia.

Ex.6. Working on the text.