yastrebova-vladykina_uchebnik_2_kursa

Ex. 14. Fill in the gaps with the words expressing difference: in comparison, by contrast, on the one hand... on the other hand, on the contrary, unlike, though, however, etc. (see also unit 1, writing 1)

1._______ white collar workers, who receive salaries, blue collar workers receive wages .

2.________ with other EU countries Germany is doing significantly better in tackling youth unemployment.

3.Dr. Bard suggests that there has been a considerable lessening of parents’ control over their children. __________, our research suggests that the experiences of children and adolescents are not all that different from those of a preceding generation.

4.________ the participation in education and training is about the same for males and females, five percent fewer young women are in employment.

5.Boys in 1977 were no more likely to spend evenings away from home than boys in 1924. __________, girls were substantially more independent of their parents in 1977.

6.Most youth surveys seem to indicate that children are dissatisfied with their lives. Our poll, ________, reveals that children are much happier about their lives, families and schools than most adults believe.

Ex. 15. Study the list “Qualification of Comparison”. Complete the sentences with appropriate words from the table. Use a) the prompts in brackets based on the text “Education and training to tackle the scourge of youth unemployment” (p. 294); b) your knowledge.

a)

1.Employment rate among the young in Europe (50%) is ________ in Japan (78%).

2.Youth unemployment in Finland (30%) is ________ in Italy (33%).

3.The employment rate in Japan (78%) is _________ in the U. S.(70%).

4.The situation in Germany with its apprenticeship system for the young is __________ in other EU countries.

5.Potential employers in Europe and in the USA complain that education is too far removed from the world of work. Skills shortage among young applicants in Europe is ________ in the U. S.

6.The number of young people who complete secondary education (75%) is _________ the number of school drop outs (25%).

7.By 2005 Europe will have more people over 60 than young people over 20. By 2005 the labour force in Europe will be ________ than it is now.

b)

1.The demographic trend in Africa is _________ that in Europe.

2.The female unemployment rate is _______ (3% more), for males.

3.On-the-job training is __________ (cheap) than external training.

4.Attitudes to work and life in the West and in the East are __________.

5.Wages of immigrant workers in Europe are _______ average earnings of EU citizens but ______ wages back home.

6.Obviously, qualifications of immigrant workers from developing countries are ______.

Ex. 16. Analyse the data in the table “The highest and lowest paid jobs in Euritania1”. a) Make comparisons using models in ex.ex. 13–15. Write 8–10 sentences.

e.g. Lawyers make considerably more money than accountants even though they fall in the same pay league.

1 Euritania is an imaginary country in Europe. Its currency is eu.

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The Organization Kid

A few months ago I went to Princeton University to see what the young people who are going to be running our country in a few decades are like. In our conversations I would ask the students when they got around to sleeping. One senior told me that she went to bed around two and woke up each morning at seven; she could afford that much rest because she had learned to supplement her full day of work by studying in her sleep. As she was falling asleep she would recite a math problem or a paper topic to herself; she would then sometimes dream about it, and when she woke up, the problem might be solved. I asked several students to describe their daily schedules, and their replies sounded like a session of Future Workaholics of America: crew practice1 at dawn, classes in the morning, resident-adviser duty,2 lunch, study groups, classes in the afternoon, tutoring disadvantaged kids in Trenton, a cappella practice, dinner, study, science lab, prayer session, hit the StairMaster3, study a few hours more. One young man told me that he had to schedule appointment times for chatting with his friends. I mentioned this to other groups, and usually one or two people would volunteer that they did the same thing. “I just had an appointment with my best friend at seven this morning,” one woman said. “Or else you lose touch.”

There are a lot of things these future leaders no longer have time for. I was on campus at the height of the election season, and I saw not even one Bush or Gore poster. I asked around about this and was told that most students have no time to read newspapers, follow national politics, or get involved in crusades. One senior told me she had subscribed to The New York Times once, but the papers had just piled up unread in her dorm room. “It’s a basic question of hours in the day,” a student journalist told me. “People are too busy to get involved in larger issues. When I think of all that I have to keep up with, I’m relieved there are no bigger compelling causes.” Even the biological necessities get squeezed out. 1 was amazed to learn how little dating goes on. Students go out in groups, and there is certainly a fair bit of partying on campus, but as one told me, “People don’t have time or energy to put into real relationships.” Sometimes they’ll have close friendships and “friendships with privileges” (meaning with sex), but often they don’t get serious until they are a few years out of college and meet again at a reunion – after their careers are on track and they can begin to spare the time.

I went to lunch with one young man in a student dining room that by 1: 10 had emptied out, as students hustled back to the library and their classes. I mentioned that when I went to college, in the late 1970s and early 1980s, we often spent two or three hours around the table, shooting the breeze and arguing about things. He admitted that there was little discussion about intellectual matters outside class. “Most students don’t like that that’s the case” he told me, “but it is the case.” So he and a bunch of his friends had formed a discussion group which meets regularly with a faculty guest to talk about such topics as millennialism, postmodernism, and Byzantine music. If discussion can be scheduled, it can be done.

The students were lively conversationalists on just about any topic – except moral argument and character-building, about which more below. But when I asked a group of them if they ever felt like workaholics, their faces lit up and they all started talking at once. One student said, “Sometimes we feel like we’re just tools for processing information. That’s what we call ourselves – power tools.”

But nowhere did 1 find any real unhappiness with this state of affairs; nowhere did I find anybody who seriously considered living any other way. These super-accomplished kids aren’t working so hard because they are compelled to. They are facing, it still appears, the sweetest job market in the nation’s history. Investment banks flood the campus looking for hires. Nor do these students seem driven by some Puritan work ethic deep in their cultural memory. It’s not the stick that drives them on, it’s the carrot. Opportunity lures them. And at a place like Princeton, in a rich information-age country like America, promises of enjoyable work abound – at least for people as smart and ambitious as these. “I want to be this busy,” one young woman insisted, after she had described a daily schedule that would count as slave-driving if it were imposed on anyone.

The best overall description of the students’ ethos4 is that they are professional students. That doesn’t mean that these leaders-in-training are money-mad (though they are certainly career-conscious). It means they are goal-oriented. An activity – whether it is studying, drama group, community service, or one of the student groups they found and join in great numbers – is rarely an end in itself. It is a means for self-improvement, resume-building, and enrichment. College is just one step on the continual stairway of advancement, and they are always aware that they must get to the next step (law school, medical school, whatever) so that they can progress up the steps after that.

They’re not trying to buck the system; they’re trying to climb it, and they are streamlined for ascent. Hence they are not a disputatious group. If someone is about to disagree with someone else in a group, he or she will apologize beforehand, and will couch the disagreement in the most civil, non-confrontational terms available. These students are also extremely respectful of authority, treating their professors as one might treat a division head at a company meeting.

“It’s very rare to get a student to challenge anything or to take a position that’s counter to what the professor says.” Robert Wuthnow, a sociologist, said, “They are disconcertingly comfortable with authority. That’s the most common complaint the faculty has of Princeton students. They’re eager to please, eager to conform.”

1тренировка по гребле

2дежурство по общежитию

3занятия на тренажере

4идеал, система ценностей

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For the generation of runners of things which came to power in the Clinton years, at least a modest degree of participation in college-years protest was very nearly mandatory. The new elite does not protest. Young achievers vaguely know that they are supposed to feel guilty about not marching in the street for some cause. But they don’t seem to feel guilty. They are just prudent.

Part of this is just Princeton. But this is also what life is like at other competitive universities today. In the months since I spoke with the Princeton students, I’ve been at several other top schools. Students, faculty members, and administrators at those places describe a culture that is very similar to the one 1 found at Princeton. This culture does not absolutely reflect or inform the lives and values of young Americans as a whole, but it does reflect and inform the lives and values of an important subset of this generation: the meritocratic elite.

Not only at Princeton but also in the rest of the country young people today are more likely to defer to and admire authority figures. Responding to a 1997 Gallup survey, 96 percent of teenagers said they got along with their parents, and 82 percent described their home life as “wonderful” or “good.” Roughly three out of four said they shared their parents’ general values. When asked by Roper Starch Worldwide in 1998 to rank the major problems facing America today, students aged twelve to nineteen most frequently named as their top five concerns selfishness, people who don’t respect law and the authorities, wrongdoing by politicians, lack of parental discipline, and courts that care too much about criminals’ rights. It is impossible to imagine teenagers a few decades ago calling for stricter parental discipline and more respect for authority. In 1974 a majority of teenagers reported that they could not “comfortably approach their parents with personal matters of concern”. Forty percent believed they would be “better off not living with their parents”.

In short, at the top of the meritocratic ladder we have in America a generation of students who are extraordinarily bright, morally earnest, and incredibly industrious. They like to study and socialize in groups. They create and join organizations with great enthusiasm. They are responsible, safety-conscious, and mature. They feel no compelling need to rebel – not even a hint of one. They not only defer to authority; they admire it. “Alienation” is a word one almost never hears from them. They regard the universe as beneficent, orderly, and meaningful. At the schools and colleges where the next leadership class is being bred, one finds not angry revolutionaries, despondent slackers, or dark cynics but the Organization Kid.

/David Brooks, The Atlantic Monthly, April 2000/

Read again carefully to explain the title of the article. Answer the questions:

1.What activities are the students engaged in? What activities do they ignore?

2.Why do they call themselves “power tools”?

3.What is their ultimate goal?

4.What stratum of the American society do they belong to?

Language Work

Ex. 19. a) Match the words from the text in List A with the correct definitions in List B. b) Divide the words in List A into formal and informal.

Ex. 20. Explain the following phrases from the text.

1.at the height of the election season

2.compelling causes

3.biological necessities get squeezed out

4.it’s not the stick that drives them on, it’s the carrot

5.promises of enjoyable work abound

6.an end in itself (an activity ...... is rarely an end in itself)

7.resume-building

8.they’re streamlined for ascent

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9.treating professors as one might treat a division head at a company meeting

10.runners of things

11.competitive universities

12.the meritocratic elite / ladder

13.lack of parental discipline

14.despondent slacker

Ex. 21. a) Find in the text all the adjectives (18) which describe “the organization kid”. Arrange them in three col-

Discuss the list with a partner and your teacher.

b) Find in the text compound adjectives ending in -conscious and -mad. Which of the two means 1) only interested in 2) thinking a lot about?

Which of the adjectives you’ve found are positive? which are negative?

Form similar adjectives with nouns fashion, power, sex, calories, self. Discuss their meanings with your teacher.

Adverb + Adjective Collocations

e.g. extremely good, but absolutely marvelous

Notes: 1. Absolutely can go with nearly all ungradable adjectives.

2. Collocations of this kind (absolutely marvelous, etc.) are not used in formal writing.

Ex. 22. Find -ly intensifier + adjective collocations in the text.

Ex. 23. Replace the underlined adjective with the one in brackets and use an appropriate adverb.1

Model: The manager was extremely angry (… furious) → The manager was absolutely furious.

1.It was her first performance but it was very clever . (… brilliant)

2.Everybody was extremely upset by the news of the air crash. (… devastated)

3.The children were really / very frightened when left alone in the dark. (…. terrified)

5.His palace was incredibly big, with 1,788 rooms, 5 swimming pools and 257 toilets. (… enormous)

6.The idea of going there alone is extremely unreasonable . (… absurd).

7.She seemed absolutely delighted to have the Prime Minister as her guest of honour. (… pleased)

9.I don’t like his show but last night it was extraordinarily funny indeed. (…. hilarious)

10.John Summers had learnt over the years that most women found his brother was extremely attractive. (… irresistible)

Ex. 24. Translate into English using adverb + adjective collocations.

1.Он невероятно богат. Его состояние оценивается (he is worth) в миллиард долларов.

2.Ваш вопрос совершенно не относится к делу (irrelevant).

3.Геном содержит (to carry) поразительно подробную информацию о нашей эволюционной истории.

4.Лучшие студенты ведущих университетов США обладают исключительными способностями и невероятным трудолюбием.

5.Они чрезвычайно уважительно относятся к авторитетам и никогда ничего не подвергают сомнению (to challenge).

6.Я чрезвычайно благодарен за эту возможность вкладывать средства в наше будущее.

7.Его речь произвела совершенно неожиданный эффект.

8.Хотя она была совершенно измучена длинным перелетом, ее действия были, как всегда, эффективны.

9.Большинство молодых людей предпочли бы совершенно не зависеть от родителей.

1 see Appendix II, 1 for the list of other intensifiers and typical adverb + adjective collocations

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5. You shouldn’t go on a diet until you’ve consulted your doctor. (only after)

Ex. 26. Read the following sentences. a) Find those with inverted word order. b) Rewrite the rest of the sentences using inversion. Begin the sentence with a suitable word or phrase from the list below:

1.I had written a great many articles, it was true, but I didn’t see that as a cause for celebration, nor was I particularly proud of it.

2.I have heard nothing of Larry, and indeed I didn’t expect to.

3.No sooner were these words out of my mouth than Mrs Desmon was on the phone making arrangements for me in her precise and elegant French.

4.As I looked back at my long narrative I realized that there was no way in which I could devise a more satisfactory ending.

5.I have never been within a hair’s breadth of death before.

6.Little do we know about the side effects of GM foods.

7.The McDonald’s system has worked better for immigrants at the restaurant owned by a retired contractor and his wife, an immigrant from Croatia, than anywhere else in New York.

8.Only after the House of Commons determined that there was “a clear expression of the will of the population” would the Canadian government negotiate a secession agreement with Quebec.

9.The new tax system will not be introduced until next year.

10.Under no circumstances should the details of the agreement be made public.

11.They don’t start serious relationship until their careers are on track.

12.Mountain climbers rarely have a chance to make a discovery of worldwide importance.

13.He had no sooner sat down to table than Michael went straight to the point.

14.Today many Russians look cynically upon democracy. We shouldn’t be blind to the civic weaknesses in Western societies either.

Ex. 27. Complete or sum up the situations with an emphatic sentence using inversion.

1.Before large-scale hunting began in the 1940s, more than 150,000 crocodiles roamed from Western Australia to Queensland. In the 1960s the crocodiles were all but gone. In 1969 Western Australia passed legislation to protect them. Now the croc population is booming. Only after …

2.Old Admiral Colley died at the beginning of July. Two weeks later his granddaughter Jane was married to Andrew Latham. There were a few raised eyebrows in the village and a few reproachful letters from distant and elderly relatives, but the family said, that the Admiral would have wanted it that way. Indeed, about two weeks before the Admiral died he told his son that if anything did happen to him, then he didn’t want it, under any circumstances, to make any difference to Jane’s wedding. His exact words were: ” ...... .”

3.Foxey, a small, grey pampas fox had two passions in life: one was chickens, and the second was cigarette butts. One awful day I left a nearly full packet of cigarettes within his reach, and he ate the lot. To say that he was sick would be a vast understatement. By the evening he had recovered but the offer of a cigarette caused him to back away. Never again ......

4.Twenty-five years ago, in a patch of woods outside Philadelphia, a little boy was found murdered. Although the police promptly began work on the case, they never managed to come up with any clues. They didn’t have any suspects, and they couldn’t even identify the boy. Not only …

5.They were great friends, Miss Hickson, Mrs Richman and Arrow Sutcliffe. It was their fat that had brought them together and bridge that had cemented their alliance. At Carlsbad they drank their waters together, had their baths at the same hour, they took their strenuous walks together, and ate at the same table their sparse and regulated meals. Never ......

6.Fransis Hickson invited Lena Finch to stay with them at Antibes because they needed a fourth to play bridge, and Lena was a good player. By the end of her stay the three friends couldn’t stand her. Lena was thin and didn’t have to watch her diet. What’s more, she turned out to be a first-rate player and she had phenomenal luck. Not only ......

Phrasal Verbs

Ex. 28. In the left-hand column there is a definition of a phrasal verb and in the right-left column the sentence or phrase in which the verb is used in the text. Fill in the missing phrasal verb.

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