Практичне заняття № 2

Тема: Переваги Болонського процесу в Україні

Bologna process

The purpose of the Bologna process (or Bologna accords) is to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. It is named after the place it was proposed, the University of Bologna with the signing, in 1999, of the Bologna declaration by ministers of education from 29 European countries in the Italian city of Bologna. This was opened up to other countries signatory to the European Cultural Convention of the Council of Europe, and further governmental meetings have been held in Prague (2001), Berlin (2003), Bergen (2005) and London in spring 2007.

Before the signing of the Bologna declaration, the Magna Carta Universitatum had been issued at a meeting of university rectors celebrating the 900th anniversary of the University of Bologna - and thus of European universities - in 1988. One year before the Bologna declaration, education ministers from France, Germany, Italy and the UK signed the Sorbonne declaration in Paris 1998, committing them to "harmonising the architecture of the European Higher Education system". French officials in particular therefore often refer to the La Sorbonne/Bologna process.

The Council of Europe and UNESCO have jointly issued the Lisbon recognition convention on recognition of academic qualifications as part of the process, which has been ratified by the majority of the countries party to the Bologna process.

Ex. 1. Answer the following questions.

1. What is the Bologna process?

2. Why is it called “Bologna process”?

3. What was the year before the Bologna declaration?

Робота над текстом за професійним спрямуванням.

Art Schools

The Metropolitan School of Art began as an academy esta- blished in 1746 by the Royal Dublin Society, for the promotion of drawing and painting. During the first hundred years of the School"s existence,instruction was free of charge;and the four departments of figure drawing,landscape and ornament,architec- ture,and modeling,provided courses useful to sculptors, embro- iderers, weavers, printers, silversmith and workers in other crafts.In the ninteenth century, the School was successively under the control of the Royal Dublin Society, the Board of trade, the Department of Science and Art,and the Department of Agroculture and Technical Instruction for Ireland. Following it"s transfer to the last-named body, classes were established in the principal artistic crafts, including metalwork and ene- melling, mosaic, embroidery and woodcarving. The School also aquired a high reputation for it"s part in the development of stained glass and for the felicitous influence which,under the guidance of Sir William Orpen, it exerted on painting in Ire- land. In 1924, control was assumed by the Department of Educa- tion; an extension and development of the School, was establi- shed. The National College of Art is the principal institution of the sistem of Art Education in Ireland as administered by the Departmentt of Education. It"s general purpose is to pro- mote the advancement of Art,to advocate and maintain the high- est artistic values in national culture, and to combine artis- tic design with practical skill in the interests of industry. There are three schools; the School of Design, the School of Painting and the School of Sculpture,with a Preliminary School, which includes an Upper and a Lower Division. In ths way, the College provides for the study of the Fine Arts and of the De- corative Arts and Crafts, and for the training of Art teachers eligible for employment in post-primary schools. The College has working arrangements with University ColIege Dublin and with the Bolton Street School of Technology. It olso maintains liaison with the National Library,the National Museum, and the National Gellery of Ireland. Outside Dublin,whole-time day course and part-time evening courses are provided ay the Crawford School of Art, Cork, and the Schools of Art in Limerick and Waterford. To foster the study of the History of Art, Miss Sarah Pur- ser and Sir John Purser Griffith established,in 1934,two equal funds, one to be administered by Trinity College,and the other by University College Dublin, the income from which provides Travelling Scoolarships. and prizes to be competed for every year, alrtenately in each University. Extra-mural courses are given at University College Dublin,which College also provides courses leading to a degree in the History of European Paint- ing taken with another subject. Lectures are also provided, mainly for post-primary students, in the National Gallery.

Ex. 1. Translate the given text. Prepare for a discussion: Art School of My Dream.

Граматичний матеріал: Ступені порівняння прикметників/прислівників.

Comparison 1 (cheaper, more expensive etc.)

Study these examples: How shall we travel? By car or by train?        Let's go by car. It's cheaper.        Don't go by train. It's more expensive. Cheaper and more expensive are comparative forms. After comparatives you can use than:     •   It's cheaper to go by car than by train.     •   Going by train is more expensive than going by car.

The comparative form is -er or more ....

We use -er for short words (one syllable): cheap → cheaper       fast → faster large → larger          thin → thinner	We use more ... for longer words (two syllables or more): more serious          more often more expensive      more comfortable
We also use -er for two-syllable words that end in -y (-y  → ier): lucky → luckier    early → earlier easy → easier      pretty → prettier	We also use more ... for adverbs that end in -ly: more slowly     more seriously more quietly    more carefully
Compare these examples:
•   You're older than me.     •   The exam was fairly easy - easier than I expected.     •   Can you walk a bit faster?     •   I'd like to have a bigger car.     •   Last night I went to bed earlier than usual.	•   You're more patient than me.     •   The exam was quite difficult - more difficult than I expected.     •   Can you walk a bit more slowly?     •   I'd like to have a more reliable car.     •   I don't play tennis much these days. I used to play more often.
You can use -er or more ... with some two-syllable adjectives, especially:         clever    narrow    quiet    shallow    simple     •   It's too noisy here. Can we go somewhere quieter / more quiet?

A few adjectives and adverbs have irregular comparative forms: good / well → better     •   The garden looks better since you tidied it up.     •   I know him well - probably better than anybody else knows him.

bad / badly → worse:     •   'How is your headache? Better?'    'No, it's worse."     •   He did very badly in the exam - worse than expected. far → further (or farther):     •   It's a long walk from here to the park - further than I thought.  (or farther than) Further (but not farther) can also mean 'more' or 'additional':     •   Let me know if you hear any further news.  (= any more news)

Ex. 1. Complete the sentences using a comparative form (older / more important etc.). 1.    It's too noisy here. Can we go somewhere    quieter    ? 2.    This coffee is very weak. I like it a bit _____________________. 3.    The hotel was surprisingly big. I expected it to be _____________________. 4.    The hotel was surprisingly cheap. I expected it to be _____________________. 5.    The weather is too cold here. I'd like to live somewhere _____________________. 6.    My job is a bit boring sometimes. I'd like to do something _____________________.

7.    It's a pity you live so far away. I wish you lived _____________________. 8.    I was surprised how easy it was to use the computer. I thought it would be _____________________. 9.   Your work isn't very good. I'm sure you can do _____________________. 10.  Don't worry. The situation isn't so bad. It could be _____________________. 11.  I was surprised we got here so quickly. I expected the journey to take _____________________. 12.  You're talking very loudly. Can you speak a bit _____________________? 13.  You hardly ever phone me. Why don't you phone me _____________________? 14.  You're standing too near the camera. Can you move a bit _____________________ away? 15.  You were a bit depressed yesterday, but you look _____________________ today.

Comparison 2 (much better / any better / better and better / the sooner the better)

Before comparatives you can use:          much        a lot       far (= a lot)        a bit        a little       slightly (= a little)      •   Let's go by car. It's much cheaper.  (or a lot cheaper)      •   'How do you feel?'    'Much better, thanks.'      •   Don't go by train. It's a lot more expensive.  (or much more expensive)      •   Could you speak a bit more slowly?  (or a little more slowly)      •   This bag is slightly heavier than the other one.      •   Her illness was far more serious than we thought at first.  (or much more serious / a lot more serious)

Better and better / more and more etc. We repeat comparatives (better and better etc.) to say that something changes continuously:      •   Your English is improving. It's getting better and better.      •   The city is growing fast. It's getting bigger and bigger.      •   Cathy got more and more bored in her job. In the end she left.      •   These days more and more people are learning English.

The ... the ... You can say the (sooner/bigger/more etc.) the better:      •   'What time shall we leave?'    'The sooner the better.'  (= as soon as possible)      •   A: What sort of box do you want? A big one?           B: Yes, the bigger the better.  (= as big as possible)      •   When you're travelling, the less luggage you have the better. We also use the ... the ... to say that one thing depends on another thing:      •   The warmer the weather, the better I feel.  (= if the weather is warmer, I feel better)      •   The sooner we leave, the earlier we will arrive.

     •   The younger you are, the easier it is to learn.      •   The more expensive the hotel, the better the service.

     •   The more electricity you use, the higher your bill will be.      •   The more I thought about the plan, the less I liked it.

Older and elder The comparative of old is older:      •   David looks older than he really is. You can use elder (or older) when you talk about people in a family. You can say (my/your etc.) elder sister/brother/daughter/son:      •   My elder sister is a TV producer.  (or My older sister ...) We say 'my elder sister', but we do not say that 'somebody is elder':      •   My sister is older than me.  (not elder than me)

Ex. 1. Complete the sentences using a comparative form (older / more important etc.). 1.    It's too noisy here. Can we go somewhere    quieter    ? 2.    This coffee is very weak. I like it a bit _____________________. 3.    The hotel was surprisingly big. I expected it to be _____________________. 4.    The hotel was surprisingly cheap. I expected it to be _____________________. 5.    The weather is too cold here. I'd like to live somewhere _____________________. 6.    My job is a bit boring sometimes. I'd like to do something _____________________. 7.    It's a pity you live so far away. I wish you lived _____________________. 8.    I was surprised how easy it was to use the computer. I thought it would be _____________________. 9.    Your work isn't very good. I'm sure you can do _____________________. 10.  Don't worry. The situation isn't so bad. It could be _____________________. 11.  I was surprised we got here so quickly. I expected the journey to take _____________________. 12.  You're talking very loudly. Can you speak a bit _____________________? 13.  You hardly ever phone me. Why don't you phone me _____________________? 14.  You're standing too near the camera. Can you move a bit _____________________ away? 15.  You were a bit depressed yesterday, but you look _____________________ today.