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Contents

Передмова

Unit One...............................................................................................................................5

Text from "The Class" by E.W. Segal.................................................................................5

Topic: Higher Education...................................................................................................21

Part I. Higher Education in the USA...................................................................................21

Part II. Higher Education in the UK....................................................................................51

Part III. Higher Education in Ukraine..................................................................................68

Unit Two............................................................................................................................101

Text from "A Time to Kill" by John Grisham...................................................................101

Topic: Court System........................................................................................................118

Part I. Courts and Trials in the USA..................................................................................118

Part II. Courts and Trials in the UK...................................................................................139

Part III. Courts and Trials in Ukraine................................................................................160

Part IV. Juvenile Delinquency...........................................................................................181

Unit Three .........................................................................................................................208

Text from "Chatterton" by Peter Ackroyd.........................................................................208

Topic: Writer and Society...............................................................................................242

Unit Four............................................................................................................................261

Text from "The Passionate Year" by James Hilton...........................................................261

Topic: Teaching Experience............................................................................................275

Part I. Responsibilities of a Teacher..................................................................................275

Part II. Teaching Practice..................................................................................................286

Unit Five............................................................................................................................299

Text from "A Marriage of Convenience" by W.S. Maugham...........................................299

Topic: Family Values......................................................................................................319

Part I. Family Values........................................................................................................319

Part II. Family Life...........................................................................................................344

Part III. Generation Gap...................................................................................................355

Part IV. Family Violence..................................................................................................368

Unit Six.............................................................................................................................377

Text from "A News Story" by Allan Jefferys....................................................................377

Topic: Television..............................................................................................................393

Supplements.......................................................................................................................418

Supplement to Unit One....................................................................................................419

Supplement to Unit Two....................................................................................................438

Supplement to Unit Three..................................................................................................442

Supplement to Unit Four...................................................................................................473

Supplement to Unit Five....................................................................................................500

Supplement to Unit Six......................................................................................................506

References..........................................................................................................................528

Unit One

From “The Class”

by E.W.Segal

Erich Wolf Segal (June 16, 1937 – January 17, 2010) was an American author, screenwriter, and educator. He was best-known for writing the novel “Love Story” (1970), a best-seller, and writing the motion picture of the same name, which was a major hit. “The Class” is Erich Segal's 6th novel, published in 1985. “The Class” follows the lives of five young men who will make up part of the Harvard graduating class of ’58. It follows their trials and triumphs within the walls of Harvard and after graduation as they stretch their wings. These five men have nothing in common except for the strong bond of Harvard University. Danny Rossi is a musical prodigy, destined for bright lights and glory. Ted Lambros is an outsider just allowed to attend the college but too poor to live in the dorms. Jason Gilbert is the star of Harvard, the big man on campus, the one flaw in his perfection is his Jewish ancestry. George Keller is a Hungarian refugee who wants more than anything to become an American. Last is Andrew Eliot, the newest Eliot to be gracing the halls of Harvard. Andrew’s diary entries are scattered throughout the story and provide insight into a young man trying to do his family proud but at the same time not measuring up.

Sara had finished at the top of her class.

Actually, nothing in her previous educational experience gave any hint that she would excel her fellow Radcliffe graduates in the arts of shorthand and typing. But sure enough, at the end of that first summer, she could take down dictation at an admirable 110 words per minute and could type an amazing 75.

"I don't think any further courses could possibly improve your chances in the job market, Sara," counseled Mrs. Holmes, head of the summer course. "With your speeds and educational background, you're more than ready for an executive secretarial position. I suggest you start following up the want ads."

Buoyed by this encouragement, Sara and Ted set about checking the newspapers. There seemed to be so many openings in Cambridge that she could probably find something within walking distance of their apartment on Huron Avenue.

Her first two interviews resulted in firm offers and a real dilemma. The job with the vice-president of the Harvard Trust paid a lavish seventy-eight bucks a week, whereas the University Press had an opening with longer hours offering a mere fifty-five. Yet, it was clear which attracted both husband and wife. First of all, the Press was closer (you could even slide there in a snowstorm). Secondly, it offered the possibility of advancement ("With your languages, you might move into copy editing fairly soon," Mrs. Norton, the personnel director, had remarked when she saw Sara's initial reaction to the proposed salary).

Perhaps the most attractive dimension, as they both realized, was that it could be a rich source of top-level information about the Classics world. They would be among the first to know who was writing a book on what, and whether it was going to be accepted or rejected. This sort of intelligence might prove invaluable at Ted's job-seeking time.

Graduate school was much more rigorous than he had ever anticipated. To earn a Ph.D., you had to take some brutally difficult seminars in Linguistics, Comparative Grammar, Metrics, Greek and Latin Stylistics, and so forth. Fortunately, he was blessed with a nightly dinner partner with whom he could discuss such esoterica.

From as early as the summer they first lived together, Ted had always insisted on cooking the evening meals. But now, since he believed the chef should have his classical studying finished before entering the kitchen, Sara had the uncomfortable prospect of having to wait till nearly ten o'clock before her husband would begin to prepare their deipno (dinner).

This posed some delicate problems of diplomacy. For what sane woman could object to a delicious meal accompanied by choice Greek wine, served with music and soft candlelight by a highly professional waiter who would then sit down and tell you how much he loved you.

How could a woman tell such a husband that, though the evenings were enchanted, the mornings after she could barely stay awake at her typewriter? Sara therefore concluded that the only way to solve this predicament was to learn the secrets of Lambros cuisine from Mama herself. This way, while Ted was still struggling with Indo-European etymologies, she could be starting dinner.

Thalassa Lambros was flattered by her daughter-in-law's interest and did everything she could to accelerate her culinary education. This included detailed memos, which Sara diligently studied.

By January she was confident enough to arrogate the task of cooking dinner. And none too soon. For Ted would be facing a battery of language exams at the end of the spring semester.

The German requirement was killing him. Dammit, he had often thought, why does so much important classical scholarship have to be written in this preposterously difficult language? Here again, Sara, who had taken three years of German in school, was able to help him acquire a feeling for its periodic sentence structure. And by plowing through several articles with him, showed how he could intuit the general meaning of a passage from the classical citations in the text.

After one of these mini-tutorials, he looked at her with unadulterated affection and said, "Sara, where the hell would I be without you?"

With Sara's help and encouragement, Ted successfully jumped all the examination hurdles and began a thesis on Sophocles. As a reward he was made a teaching fellow in Finley's Humanities course.

He tossed and turned but still could not get back to sleep.

"Darling, what's the matter?" Sara asked, placing her hand gently on his shoulder.

"I can't help it, honey. I'm so damned scared about tomorrow."

"Hey," she said soothingly, "it's understandable the first class you've ever taught in your life. It would be unnatural if you weren't nervous."

"I'm not nervous," he replied, "I'm absolutely catatonic." He sat up on the side of the bed.

"But, darling," she reasoned, "it's only a Hum Two discussion. The kids will be more frightened than you. Can't you remember your first freshman section?"

"Yeah, I guess. I was a scared little townie. But they say the damn undergraduates are getting smarter and smarter. And I keep having this ridiculous fantasy that some world famous professor is going to decide to drop in unannounced tomorrow."

Sara glanced at the alarm clock. It was nearly 5:00 AM., and there was no point in trying to talk Ted into going back to sleep.

"Hey, why don't I make some coffee and listen to what you plan to say? It could be a kind of dress rehearsal."

"Okay," he sighed, relieved to be liberated from the prison of his bed.

She quickly made two large mugs of Nescafe and they sat down at the kitchen table.

At seven-thirty she began to laugh.

"What the hell's the matter? What did I do wrong?" Ted asked anxiously.

"You crazy Greek." She smiled. "You've just talked brilliantly about Homer for nearly two hours. Now, since all you've got to do is kill fifty minutes, don't you think you're adequately prepared to confront your first freshmen?"

"Hey," he smiled, "you're some good psychologist."

"Not really. I just happen to know my husband better than he knows himself."

The date, the time, and the place of Ted's first class are indelibly engraved in his memory. On Friday, September 28, 1959, at 10:01 AM., he entered a discussion room in the Aiston Burr Science Building. He unpacked a ridiculous number of books, all with carefully marked passages he could read aloud should he run out of ideas. At 10:05 he wrote his name and office hours on the blackboard and then turned to confront the students.

There were fourteen of them. Ten boys and four girls, their spiral notebooks open and pencils ready to transcribe his every syllable. Jesus, he suddenly thought, they're going to write down what I say! Suppose I make some incredible mistake and one of the kids shows it to Finley? – Worse still, suppose one of them with a million years of prep-school Classics catches me right here? Anyway, Lambros, it's time to start.

He opened his yellow notepad to his meticulously outlined remarks, took a breath, and looked up. His heart was beating so loud that he half-wondered if they could hear it.

"Uh-just in case somebody thinks he's in a physics class, let me start by saying that this is a Hum Two section and I'm your discussion leader. While I'm taking your names down, you can learn mine. I've written it on the board. It happens to be the Greek word for “brilliance”, but I'll leave you guys to make up your minds about that after a few weeks."

There was a ripple of laughter. They seemed to like him. He began to warm to the task.

"This course deals with nothing less than the roots of all Western culture, and the two epics ascribed to Homer constitute the first masterpieces of Western literature. As we'll see in the weeks to come, the Iliad is the first tragedy, the Odyssey our first comedy.”

After that moment he never once looked down at his prepared text. He simply rhapsodized about the greatness of Homer, his style, the oral tradition and early Greek concepts of heroism.

Before he knew it, the class was nearly over.

"Hey" he said with a smile, "I guess I got a little carried away. I should stop here and ask if you have any questions."

A hand shot up in the back row.

"Have you read Homer in Greek, Mr. Lambros?" asked a young, bespectacled Cliffie.

"Yes," Ted answered proudly.

"Could you possibly recite a bit of it in the original, just so we could get a feel of how it sounded?" Ted smiled. "I'll do my best."

Now, though he had the Oxford texts on the table, he found himself passionately reciting the beginning of the iliad from memory, putting special stress on words they might possibly comprehend like heroon for "heroes" in line four. He reached the crescendo at line seven, emphasizing dios Achilleus, "godlike Achilles." Then he paused.

To his utter amazement, the tiny class applauded. The bell rang. Ted felt a sudden surge of relief, elation, and fatigue. He had no idea how it had gone until assorted comments filtered to him as the students left the room.

"God, we lucked out," he heard one say. "Yeah, this guy is dynamite," said another.

The last thing Ted heard or thought he did was a female voice offering the opinion, "He's even better than Finley."

But surely that was the figment of a tired imagination. For John H. Finley, Jr., was one of the greatest teachers in Harvard history.