Реферат: Практичний курс англійської мови навчальний посібник з практики усного та письмового мовлення для студентів 4 курсу

Міністерство освіти і науки України
Приазовський державний технічний університет


ПРАКТИЧНИЙ КУРС

АНГЛІЙСЬКОЇ МОВИ


Навчальний посібник з практики усного

та письмового мовлення для студентів 4 курсу

спеціальності “Переклад”

Частина 1

- економіка

- вища освіта

кар’єра



Маріуполь 2004


Приазовський державний технічний університет

Кафедра іноземних мов та перекладу


ПРАКТИЧНИЙ КУРС

^ АНГЛІЙСЬКОЇ МОВИ


Навчальний посібник з практики усного

та письмового мовлення для студентів 4 курсу

спеціальності “Переклад”

Частина 1

- економіка

- вища освіта

кар’єра



Маріуполь 2004
УДК 811.111. (075.8)

Практичний курс англійської мови (англійською та українською мовами). Навчальний посібник з практики усного та письмового мовлення для студентів 4 курса спеціальності “Переклад”. Частина 1. / Уклад.: Лазаренко Л.М., Богатирьова О.Є.; ПДТУ. – Маріуполь, 2004.- 309 с.


Перша частина комплексу навчально - методичних посібників з практики усного та письмового мовлення для студентів передбакалаврського ступеню (7-8 семестри), який має метою максимально повно задовольнити потребам фахової підготовки перекладача, відповідає вимогам сучасної методичної думки і враховує принцип інтегрованості та міжпредметних звязків.


Рецензент: Т.А. Дмитрієва, канд. філологічних наук, доцент


Укладачі: Л.М. Лазаренко, канд. педагогічних наук, доцент

О.Є. Богатирьова, ст. викладач


Відповідальний за випуск:

зав. кафедрою Лазаренко Л.М., доцент


Затверджено на засіданні кафедри іноземних мов та перекладу

Протокол № ^ 23 від 2 липня 2004


ББК Ш 143.21-923


ПЕРЕДМОВА

«Практика усного та письмового мовлення» являє собою багатопланову навчальну дисципліну, предметом якої виступає словниковий склад іноземної мови, органічно зв'язаний з усіма рівнями мови. Врахування фахової спеціалізації призводить до значного диференціювання та розширення спектра вмінь та навичок мовленнєвої діяльності. Методичне завдання даної дисципліни в умовах підготовки студентів за фахом “Переклад” полягає не тільки в тому, щоб забезпечити оволодіння студентами вміннями й навичками з усіх чотирьох видів мовленнєвої діяльності у їхньому тісному зв'язку з функціонально-мовним розшаруванням мови, але й інтегрувати їх застосування в галузі перекладу. Переклад застосовується в нашому випадку як двобічний процес - він виступає, по - перше, як макромета навчання, і по - друге - як засіб навчання. На передбакалаврському етапі в комплексну навчальну дисципліну «Практика усного та письмового мовлення» вноситься подальша аспектизация: оволодіння навичками й аналітичними вміннями перекладу й розвиток специфічних умінь обробки текстів різної стилістичної спрямованості. Поділ занять на комплексні й аспектні є одним із науково обґрунтованих шляхів інтенсивного викладання іноземної мови, націленого на усебічне вивчення системи мови, її функціонування у фаховій діяльності.

Складність і великий обсяг навчального матеріалу на передбакалаврському етапі навчання вимагають особливої організації навчального процесу в рамках дисципліни «Практика усного та письмового мовлення». Тому доцентом кафедри іноземних мов та перекладу Приазовського державного технічного університету к.п.н. Лазаренко Л.М. та старшим викладачем кафедри Богатирьовою О.Є. розробляється комплекс навчально - методичних посібників з практики усного та письмового мовлення для студентів передбакалаврського ступеню (7-8 семестри), який би був спроможний максимально повно задовольнити потребам фахової підготовки перекладача, відповідав би вимогам сучасної методичної думки і враховував принцип інтегрованості та міжпредметних звязків.

Кожна глава посібника структурована за єдиною схемою та складається із шести частин : discussion (усне “заохочувальне” введення до теми), vocabulary extension (робота з вокабуляром), language in context (опрацювання лексичної теми через автентичні тексти відповідної тематики інформативного характеру та через систему рецептивно- репродуктивних вправ), developing reading skills (аналітичне читання та інтерпретаційний аналіз тексту), translation practice (визначення діапазону варіативності та перекладацький практикум), comprehension check (тестові та творчі завдання).

Джерелами добору мовного матеріалу служать твори художньої літератури, преса і публіцистика країни досліджуваної мови. Для цього використовуються також довідкова література і різні словники. Навчальний матеріал пред'являється студентам як у вигляді навчальних текстів, так і у вигляді окремих навчальних одиниць.

Тематичний принцип добору визначає відповідність мовного матеріалу задачам професійної спрямованості і пізнавальної цінності. Весь мовний матеріал, як продуктивний, так і рецептивний; лексичний мовний матеріал, що підлягає продуктивному засвоєнню, систематизується в словниках-мінімумах, і професійно орієнтованих аспектних словниках, особливо важливих для предбакалаврских етапів навчання.

Критеріями добору лексичних мінімумів служать частотність і вживаність слів, їхні потенційні словотворчі можливості, функціонально-стилістична і тематична співвіднесеність. У словниках-мінімумах указуються також дистрибутивні характеристики слів, що визначають їх типове вільне і фразеологічне вживання.

Для роботи з вокабуляром пропонується три види довідників: загальний вокабуляр (до 60 одиниць у режимі англійська-українська мови), який має бути вивчений та опрацьований через систему вправ, що надаються; тематичний вокабуляр, побудований за принципом семантичних полів, який перекладається студентом самостійно у контексті та за допомогою лінгвокраїнознавчих та фахових словників (до 50 одиниць); додатковий словник сленгу та фразеологізмів, що тлумачаться та опрацьовуються безпосередньо в матеріалах посібника. Крім того, кожен текст із частин developing reading skills та language in context супроводжується словниковими статтями, що дають варіанти перекладу “фальшивих друзів перекладача”, та професійно значущих слів із метою запобігання мовної інтерференції.

Частина “Language in the context” містить , крім базових інформаційних текстів обсягом до 1200 слів комплекс вправ та завдань, спрямований на розвиток вміння вживати відповідну лексику в непідготовлених висловлюваннях та при перекладі.

Тексти, що складають частину “developing reading skills” є аутеничними і підібрані за такими принципами: різножанровість, перекладацька валідність, урахування епохи (кожний текст належить до певної літературної епохи: класичний або сучасний), композиційна завершеність. Обсяг текстів 5000-6000 слів.

Пята частина “translation practice” є фахово спрямованою і найбільш інтегрованою з іншими перекладацькими дисциплінами. Вона містить невеликий обсяг теоретичного матеріалу, що стосується окремого засобу перекладу та великий обсяг вправ творчого та аналітичного характеру.

Остання частина вміщує два типи контрольних завдань: тестові в трьох варіантах та творчі: теми для написання есе їв.

Даний навчальний посібник ґрунтується на експериментальних даних про кількість повторень і видів вправ, необхідних для міцного запам'ятовування мовного матеріалу і його вільного вживання в мовленні. Весь методичний апарат поставлений на службу розвитку умінь і навичок усної і письмової форм комунікації і перекладу. При створенні посібника нами враховувалися вимоги щодо раціонального використання аудиторного навантаження та організації самостійної роботи студента. Важливо також те, що даний посібник розрахований на самостійне опрацювання студентами заочної та дистанційної форм навчання.


^ UNIT 1 HIGHER EDUCATION PART 1 DISCUSSION Project 1 The Aims of Education 1.1 Group discussion.
a) Work in groups. Look at the list of the possible aims of education. In column A, put a number 0-5 according to the importance attached to these aims in your work group.

0- not important at all 5- vital

b) Work alone. In column B, put a number 0-5 according to the importance attached to these aims by you personally.

c) In column C, put a number 0-5 according to the importance attached to these aims by a teacher of your faculty.




A

B

C

Helping you to do as well as possible in exams

□

□

□

Helping you to get as good a job as possible

□

□

□

Helping you with things you will need to know when you graduate

□

□

□

Showing you how to get on with other people

□

□

□

Informing you on the current international trends in your field of education

□

□

□

Teaching you how to get a necessary information for your jobs

□

□

□

Keeping you occupied

□

□

□

Helping you to develop your personality and character

□

□

□

Helping you to set up a decent position in the society

□

□

□

Mastering foreign languages

□

□

□
When you have finished, compare your conclusions in class. 1.2 Act out a dialogue considering the probable aims of getting higher education based on the information given above. Before performing think of other arguments you might use to back up your opinion. 1.3 Read the extract from the interview. Discuss the reasons and stages of getting education by E. Donnall Thomas.
In a 1999 interview for Encarta Encyclopedia, Seattle Times reporter Carol M. Ostrom talked with cancer specialist E. Donnall Thomas about his decades-long quest to solve the mysteries of bone marrow transplantation. Thomas was the first to show that bone marrow could safely be transplanted from one human being to another and that marrow transplants could be used to treat acute leukemia patients. In 1990 Thomas shared the Nobel Prize in physiology or medicine for that work. In 1989 he stepped down after 15 years as director of oncology for the Fred Hutchinson Cancer Research Center in Seattle, Washington.

Interview with E. Donnall Thomas

Ostrom: Dr. Thomas, tell me about growing up in a little town in Texas.

Thomas: My father was a general practitioner, the only doctor in Prairie Hill, a town of about 800 people. He was born in 1870, and with his family migrated from Tennessee to Texas in a covered wagon in 1874. He went to medical school in Louisville, with virtually no training before that. He had three children by his first wife. She died of tuberculosis in 1917, and he married my mother. I was born in 1920. From the very earliest time I can remember, I had planned to be a doctor. I guess because my father was, and because I admired him so much. I never gave any thought to anything else. Except that things intervened. This was the Depression; there was no money. My father was killed in an automobile accident when I was a student at the University of Texas, and I did not see how I could have money to go to medical school. So I switched to chemical engineering.

Ostrom: It seems that something helped create a strong work ethic in you; you probably know that some people call you a workaholic.

Thomas: My father was. He was always on call. When I was growing up, we'd plan to go fishing or something, and some woman would go into labor, or someone would get a leg broken—he couldn't do major surgery, he couldn't in that environment—but if it were a trauma or obstetrics case, he'd cancel our trip. In the middle of the night, he'd get called. As I remember it, every night. I'm sure it wasn't every night, but that's the way I remember it. But later on, having grown up in this environment, and being in love with medicine, I decided that with my chemistry background I'd much prefer to be in the scientific end of medicine. I didn't want to be the only doctor in a small town.

Ostrom: You met your wife, Dottie, when she hit you with a snowball. How did you get from there to here, being not only husband and wife, but partners in research?

Thomas: I was a senior at the University of Texas when she was a freshman. I was waiting tables at the girl's dormitory, which is how I got my food. It snowed in Texas, which is very unusual—January 20, 1940. And I came out of the dormitory after we'd finished serving breakfast, and there was about six inches of snow. This girl whacked me in the face with a snowball. She still claims she was throwing it at another fellow and hit me by mistake. One thing led to another, and we seemed to hit it off. She's a workaholic, too, and was then. We were married in December of 1942, and I had mentioned, I always wanted to be a doctor. After finishing my master's degree in chemistry, I got a job at the medical school in Galveston as an instructor in pharmacology. I didn't know anything about pharmacology, but I spent three weeks reading a pharmacology book, and I knew enough to be a lab assistant. I went to Galveston and did my first semester as a medical student there. I had a half-time job so I could go to medical school. And in January of 1943, when the war was really getting going, it was announced that the Army and Navy were taking over the medical schools to accelerate the training of doctors for wartime purposes. Since I already had a reserve commission in the Army, I decided that as long as the Army was going to be paying my way to medical school, I might as well apply to some of the famous medical schools. And so I applied to Harvard and Johns Hopkins and Columbia, I think it was. On February 20, 1943, I got a telegram from Harvard, saying if I would get my credentials in for the class starting in March, they would consider me along with the other 1,200 applicants, because there had been one vacancy that appeared at the last minute. And about the first of March, I got a telegram from Harvard saying I'd been admitted.


Ostrom: Tell me about how you became interested in bone marrow. Was it something about bone marrow in particular, leukemia, or the challenge?

Thomas: It was all of those. As a medical student, I had some very stimulating teachers, and a couple of them were hematologists. Because Dottie was a hematology technician, we used to look at smears and bone marrow together when we were students. I found the bone marrow to be a fascinating organ. I can't think of any particular time when I decided to make that my specialty, but by the time I was a senior in medical school, I knew that's what I would do.

Ostrom: Were there a lot of unknowns about bone marrow then?

Thomas: There had been a lot of studies, but in retrospect, it seems we didn't know much at that time. There were people who had been studying bone marrow for 50 years, but a lot of its functions were still a mystery, and its diseases were poorly characterized. It used to be thought that pernicious anemia was a form of leukemia. Going back to my father, I can remember as a kid, his being so excited when [George] Minot and [William] Murphy got the Nobel Prize [in physiology or medicine] in 1934 for their earlier work on pernicious anemia. His enthusiasm was catching. Little did either one of us know at that time that I would later be personally acquainted with both Minot and Murphy.

Ostrom: You were inspired by some studies involving mice and radiation. Would you explain why these studies were so important to you?

Thomas: By the time I had graduated medical school and was a fellow, I spent my first year in hematology with Dr. Clement Finch. He was then in Boston, but he moved to Seattle in 1949 to establish a division of hematology at the then-newborn School of Medicine at the University of Washington. His interest was in iron metabolism. And of course, red blood cells are made in the bone marrow. Also about that time, it was realized that radiation kills animals and people primarily by damage to the bone marrow. It's the most sensitive organ in the body as far as radiation damage is concerned. And of course, in the late '40s, after the atomic bomb explosions, everybody was interested in this. And I became very interested in what governed the bone marrow's production of white cells and red cells and its other functions. At that time, there were some early experiments that suggested there were some growth hormones for bone marrow. Specifically, a little was beginning to be known about erythropoietin, which stimulates bone marrow production of red cells. I took a year off from my clinical work and went to the Massachusetts Institute of Technology [MIT], and worked in the biology department there, with Dr. John Loofbourow whose interest was in wound-healing substances that stimulate cells to proliferate. I worked on substances that are released from irradiated yeast that stimulate yeast cell growth. And my real interest was in transferring this to bone marrow.
1.4 Open the group discussion by describing your reasons and inspirations to get the particular kind of higher education you are getting now. Try to use the pattern phrases and sentences.
decades -long quest to solve the mysteries of…

stepped down after 15 years as a …

with virtually no training before that

from the very earliest time I can remember, I had planned to be

I never gave any thought to anything else

I did not see how I could have money to go to ...

so I switched to …

create a strong work ethic in you

some people call you a workaholic.

having grown up in this environment, and being in love with languages

I'd much prefer to be in the [scientific] end

to accelerate the training of translators for contemporary purposes

I had some very stimulating teachers, and a couple of them were philologists

I can't think of any particular time when I decided to make that my specialty

by the time I was a senior in school, I knew that's what I would do

you were inspired by some studies involving ...

Would you explain why these studies were so important to you?

his enthusiasm was catching
^ Project 2 The Financial Aspects of Getting Higher Education

1.5 Read the following selections. The issue discussed is the financial aspect of getting higher education. Consider each of the presented facts and discuss the position of the Ukrainian students in view of the recent changes in the Ukrainian system of higher education.

a) The cost of attending colleges and universities has steadily increased since the 1980s. At that time, some states began to reduce the percentage of their budget devoted to higher education because they had to meet rising costs for Medicare, transportation, prisons, and other public services. Most public institutions have raised tuition rates to compensate for this loss of funds. Meanwhile, both public and private institutions have had to meet increased expenditures for faculty and staff salaries, construction, and general operations. Since private institutions in the United States do not receive public funds, they generally charge students’ higher tuition and fees than do public institutions. In Canada, public and private institutions usually charge comparable tuition and fees because the provincial and federal governments subsidize student costs for both types of institutions.

b) In the United States, the average tuition with room and board at a four-year public college for in-state residents during the 1978-1979 academic year was $1,994. By the 1996-1997 school year, the figure had reached $7,331. At private four-year schools, tuition, room, and board nationwide increased from an average of $4,514 to an average of $18,476. In Canada, the cost of higher education varies significantly from one province to another. In the 1996-1997 academic year tuition fees (without room and board) at four-year institutions ranged from $1,170 in Quebec to more than $2,800 in Nova Scotia. Tuition fees at private four-year colleges and universities in Canada range from about $2,800 to $5,700.

c) More than 10 percent of full-time college students work full-time to pay for their college education. Most others work part-time to help offset the costs of attending college. However, higher tuition and a decline in the purchasing power of minimum wage jobs have made it increasingly difficult for students to pay for college by working part-time. To provide some assistance in financing higher education costs, a number of states have established programs that allow families to prepay college tuition years in advance by purchasing special contracts or tax-exempt bonds.

d) Students may apply for and receive financial aid to help pay tuition and other costs of attending college. The chief sources of financial aid are federal programs, state grant programs, private grants, and institutional sources at the college or university. Aid may be either a grant based on financial need, a merit-based financial award given to the student, or a loan that the student must repay with interest in the future.

e) In the past, most students received financial aid in the form of a grant. However, the increases in tuition rates since the 1990s have coincided with a decrease in the funds available for public or private grants. More of the financial aid that most students now receive comes in the form of a loan rather than a grant or an award. For example, in the late 1980s the average grant was 46 percent of a typical student’s total aid package, while the average federal loan was 52 percent. By 1998 the grant size had fallen to 40 percent of the typical total, while loan size had increased to 58 percent. In 1997 borrowers who attended public four-year colleges had accumulated an average of $13,000 in debts. Those who went to private colleges averaged $17,500 in debts. Borrowers in graduate school had an average debt of $24,500, and those who went to professional school averaged $48,500.

f) Education is an enormous investment that requires contributions from many sources. American higher education is especially expensive, with its heavy investment in laboratory space and research equipment. It receives funding from private individuals, foundations, and corporations. Many private universities have large endowments, or funds, that sustain the institutions beyond what students pay in tuition and fees. Many, such as Harvard University in Massachusetts and Stanford University in California, raise large sums of money through fund drives. Even many state-funded universities seek funds from private sources to augment their budgets. Most major state universities, such as those in Michigan and California, now rely on a mixture of state and private resources.
1.6 When people begin to attend college, there come a number of repercussions. Do you agree to the following statements? Give your reasons and provide your answer with examples.
Going to college delayed maturity and independence for many Ukrainians;

Getting higher education extends many of the stresses of adolescence into a person’s 20s and postponing the rites of adulthood, such as marriage and childbearing.

As modern society pays more attention to education, it also devotes a greater proportion of its resources to it.

Parents are expected to support their children longer and to forgo their children's contribution to the household.
1.7 The information below deals with the USA system of higher education.
a) What are the differences in the Ukrainian and American experience in this field? Do some research to get necessary facts and data.

Education became increasingly important during the 20th century, as America’s sophisticated industrial society demanded a more literate and skilled workforce. In addition, school degrees provided a sought-after means to obtain better-paying and higher-status jobs. Schools were the one American institution that could provide the literate skills and work habits necessary for Americans of all backgrounds to compete in industries. As a result, education expanded rapidly. In the first decades of the 20th century, mandatory education laws required children to complete grade school. By the end of the 20th century, many states required children to attend school until they were at least 16. In 1960, 45 percent of high school graduates enrolled in college; by 1996 that enrollment rate had risen to 65 percent. By the late 20th century, an advanced education was necessary for success in the globally competitive and technologically advanced modern economy. According to the U.S. Census Bureau, workers with a bachelor’s degree in 1997 earned an average of $40,000 annually, while those with a high school degree earned about $23,000. Those who did not complete high school earned about $16,000.
In the United States, higher education is widely available and obtainable through thousands of private, religious, and state-run institutions, which offer advanced professional, scientific, and other training programs that enable students to become proficient in diverse subjects. Colleges vary in cost and level of prestige. Many of the oldest and most famous colleges on the East Coast are expensive and set extremely high admissions standards. Large state universities are less difficult to enter, and their fees are substantially lower. Other types of institutions include state universities that provide engineering, teaching, and agriculture degrees; private universities and small privately endowed colleges; religious colleges and universities; and community and junior colleges that offer part-time and two-year degree programs. This complex and diverse range of schools has made American higher education the envy of other countries and one of the nation’s greatest assets in creating and maintaining a technologically advanced society.

b) Consider the questions under discussion and enact the panel.

How should higher education be organized, directed and financed?

^ How much autonomy should there be for Universities?
^ PART 2 VOCABULARY EXTENSION Essential Vocabulary 2.1 Study the following expressions dealing with the topic “Higher Education».



complexity of the programs pursued

складність впроваджених програм

general education

загальна освіта

technical training

технічна освіта

a bachelor's degree

ступінь бакалавра

a master's degree

ступінь спеціаліста/ магістра

a doctorate

докторантура

to submit a dissertation

підготувати дисертацію

to complete a minimum of … years of further studies

отримати якнайменше ...- річну подальшу освіту

to qualify for professional activity

відповідати вимогам щодо виконання професійних обов’язків, мати належну професійну кваліфікацію

employment in higher positions in business, industry and government

займати вищі посади в бізнесі, промисловості та уряді

to counteract a growing tendency toward

протистояти зростаючій тенденції щодо...

overspecialization

надмірна спеціалізація

a form of reverse discrimination

форма прихованої дискримінації

a general social commitment

загальний суспільний обов’язок

ability or merit

здібності та переваги

admissions tests

вступні іспити

assume a new obligation

прийняти на себе нові зобов’язання

assure equality in educational opportunity

забезпечувати рівні можливості / умови в здобутті освіти

become more diverse

стати більш різноманітними

become troubling to higher education

що стає нагальною для вищої освіти

college admissions standards

умови вступу до вищого учбового закладу

could not otherwise afford

в іншому разі не були б спроможні

decline in federal research funds

зменшення державного фінансування досліджень

educational issues

питання освіти

federally chartered and funded

дотовані та фінансовані з боку держави

generally underrepresented

що є загалом недостатньо представлені/ репрезентовані

handled locally

місцевого підпорядкування

highly technical or skilled work and advanced degrees

високотехнологічні та кваліфіковані / ті, що потребують кваліфікації види робіт та вища освіта

historically excluded

що були історично виключені

imposed quotas

обов’язкові квоти

Introduce the policy of affirmative action in education

провадити афірмативну політику в освіті

keep permanent academic jobs

займати постійні академічні/ наукові посади

most highly charged topics in education

найбільш гарячі теми/ проблеми в галузі освіти

part-time and temporary faculty

наукові співробітники, що працюють тимчасово або неповний робочий день

secure equal access

Забезпечити рівний доступ

seek to lower costs

намагатися зменшити витрати

social and economic background

соціальне та економічне походження

struggling to attract students

намагаються залучити студентів

to achieve new prominence and success

досягнути нових успіхів

to compensate for this broad social bias

врівноважити ці великі соціальні подвійні стандарти/розбіжності

to fairly evaluate these criteria

справедливо оцінювати критерії

to feel unwelcome

почувати себе небажаним

to obtain the economic and social rewards

досягти високого економічного та соціального рівня

tuition costs

платня за навчання (вартість навчального контракту)

university admissions policies

політика університету щодо вступу
2.2 Study the word groups and look up their Ukrainian equivalents.
^ A. Types of higher educational establishments

postsecondary institutions of learning

teacher-training schools

junior colleges

institutes of technology.

undergraduate studies

"junior colleges" and "community colleges"

traditional universities and colleges

the schools of higher learning

Universities

institutes

polytechnical institutes

regional study centres

graduate schools for postgraduate studies

technical institutes

academic universities

privately funded foundations

^ B. Entrance Policy

the basic entrance requirement

a preparatory first year

more rigorous examination

recruit their students by giving competitive examinations

Entry requirements centralized admissions bureau

selective admission to universities

^ C. University Regulations

direction of a rector, an appointee of the national government

direction of rectors elected from within

complete autonomy from national or local government in their administration and the determination of their curricula

autonomy in determining the curriculum

uniformity in curriculum

research facilities

rigorous training in all branches of applied science and technology

close supervision of students through a tutorial system

compulsory, alternative, and optional subjects

the accumulation of course "credits"

^ D. Degrees

attained the first university degree

Baccalaureate

the doctoral degree, or Ph.D.

follow an "honours" course

master's degree

doctoral degree

awarded a distinction
^ Vocabulary Activator 2.3 Fill in the gaps with a vocabulary phrase that best fits the meaning of each sentence.





Higher education is any of various types of education given in _______________ and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies.



The basic _____________ for most higher-educational institutions is the completion of secondary education, and the usual entrance age is about 18 years.



A passing mark admits students to ________________ at a university, which terminates in another, more rigorous examination.



______________________throughout the country leaves each university with little to distinguish itself.



In France, the various grandes ecoles provide________________, and their diplomas have a somewhat higher standing than that of the ordinary licence.



In Germany, a country made up of what were once strong principalities, the regional universities have autonomy__________________ .



The Germans were the first to stress the importance of universities as _____________, and they also created a sense of them as emblems of a national mind.



The autonomy of higher-educational institutions is strikingly pronounced in Great Britain where universities enjoy almost________________, despite the fact that the schools receive nearly all of their funding from the state.



Britain has _______________to which candidates for admission are able to give their choice of universities in an order of preference.



Hence, a great number of ___________________ have sprung up to provide two years of undergraduate study, in contrast to the traditional universities and colleges, where a majority of students complete four years of study for a degree and where substantial numbers go on for one to three years of postgraduate study in a "graduate school."



In the American system, the four-year, or "bachelor's," degree is ordinarily obtained not by passing a "finals" examination but rather by the ______________, or hours of classroom study.



At these schools students work toward either a __________ degree (which involves one to two years of postgraduate study) or a _____________ degree (which involves two to four years of study and other requirements).



In Ukraine the ______________ are divided into universities, where humanities and pure sciences are taught; _____________, where single fields are taught (e.g., law, medicine, and agriculture); and ______________, where subjects similar to those in the institutes are taught but with a broader scientific foundation.



Another distinction of the Ukrainian system is that it greatly extends the educational network by offering a broad array of carefully prepared ______________ courses.



The curriculum consists of _________________ subjects.



At the conclusion of a first-degree course, all students receive the same diploma, but students with the best results are awarded a ____________.



Throughout the 20th century, Americans have attended schools ______________that come with highly technical or skilled work and advanced degrees.



However, as the United States became more diverse, people debated how to include different groups, such as women and minorities, into higher _____________.



Blacks have historically been excluded from many white institutions, or were made to feel unwelcome.



Since the 19th century, a number of black colleges have_____________________, including federally chartered and funded Howard University.



In the early 20th century, when Jews and other Eastern Europeans began to apply to universities, some of the most prestigious colleges _______________limiting their numbers.
2.4 Use at least 25 words or word combinations from exercises 2.1 and 2.2 in the sentences of your own. Try to make a connected text on the problems of higher education in Ukraine. ^ Additional vocabulary 2.5 Study the idiomatic and slang words to the topic.
1. Aliterate - adj.- not willing to get information from printed or written sources; able of reading but preferring not to read;

Aliterate –n. - a person, who can read but prefers sources of information different from printed or written, e.g. through television, cinema, computer, etc.

(Don’t confuse with the words illiterate- ignorant, uneducated and alliterate- to form alliteration, to speak alliteratively)

2. Challenged - suffering a certain drawback.

Physically challenged - той, що має фізичні вади;

mentally challenged -той, що має розумові вади, розумово неповноцінний;

visually challenged -той, що має проблеми із зором, сліпий;

aurally challenged – глухий;

Sometimes “challenged” is used as a joke,

e.g. follicularly challenged той, що має мало волосся, лисий;

temporally challenged той, що постраждав від часу, старий.

3. ^ Egghead- a widely used British slang word. A scientist is believed to have a big bold head containing the enormous brain.

4. Hothousing- intent to intensify the development of a child by educating him since the earliest babyhood. The theory implies that the baby is to be taught long before it begins speaking and perceiving the information. Derivations: a hothouse child, a hothouse school.

5. INSET - in-service-training, i.e. the training of the teaching staff of state schools during the school year, usually at schools they are working in. Hence the expressions INSET course, INSET day, INSET training. The acronym first appeared in the 70ies. Since 1987 teachers sped at least 5 working days (so-called non-contact days) at INSET.

6. Old boy network- a circle of former schoolmates. The old boy network in Britain is one of the oldest ‘good mafias’ in the world.

7. Salad days- the age of youth immaturity. It’s a Shakespearian expression from “Antonio and Cleopatra’, “My salad days/ When I was green in judgment”.

8. State-of-the-art – adj.- the latest, the best, the most modern and up-to-date. His car/stereo equipment/ computer has all the latest state-of-the-art refinements.

9. Strong suit- the expression does not deal with clothes but the colour in a card game. In this very context it means the excellent knowledge of smth in one particular sphere.

10. Talk ’n chalk – a scornful label to a traditional way of teaching; the teacher explains the lesson and writes with a chalk on the blackboard without using modern AV aids.

11. To be on tenterhooks- to fell exaggerated waiting for the results of exams.

12. the three r’s- reading, [w]riting and [a]rithmetics- the basis of education. The expression is said to be first used by Sir William Curtis (1752-1829), an illiterate lord mayor of London who pronounced a speech for “Reading, Riting and Rithmetics» believing the words begin with R.
2.6 Paraphrase the sentences paying attention to the proper choice of equivalents to the italised idioms.





In 1999 at least one third of the population of the USA was said to be aliterate.



I don’t know what’s happened to education in this country. There are young people today who simply don’t know their three r’s.



I’m afraid mathematics is not my strong suit. I failed all my exams at school.



Every year we have a gathering of old boys.



His computer has all the latest state-of-the-art refinements.



In my salad days I was considered a snappy dresser.



The school will be closed on Thursday for a one-day INSET course on the National Curriculum.



I don’t think we need to advertise this job. We can find someone on the old boy network, can’t we?



I am of the older generation of teacher. I’m a talk ‘n chalk man.



The hothousing theory is that if you subject a normally intelligent child to intensive, specialized training in a particular discipline at a very early age, you will produce excellence.
2.7 Learn the list of Academic Degree Abbreviations.






A.B. or B.A.*

Bachelor of Arts

A.M. or M.A.**

Master of Arts

B.B.S.

Bachelor of Business Science

B.C.L.

Bachelor of Civil Law

B.D.

Bachelor of Divinity

B.Lit, B. Litt. or Lit.B.

Bachelor of Letters (or Literature)

B.L.L. or L.L.B.

Bachelor of Laws

B.S., B.Sc., or Sc.B.

Bachelor of Science

C.E.

Civil Engineer

Ch.E.

Chemical Engineer

D.C.L.

Doctor of Civil Law

D.D. or S.T.D.

Doctor of Divinity

D.D.S.

Doctor of Dental Surgery

D.Litt, or Litt.D.

Doctor of Letters (or Literature)

D.M.D.

Doctor of Dental Medicine

D.S. or D.Sc.

Doctor of Science

D.V.M.

Doctor of Veterinary Medicine

E.E.

Electrical Engineer

J.D.

Doctor of Law

L.H.D.

Doctor of Humanities

L.L.D.

Doctor of Laws

M.B.A.

Master of Business Administration

M.C.E.

Master of Civil Engineering

M.D.

Doctor of Medicine




*Bachelor of Arts - бакалавр мистецтв (той, що володіє ступенем бакалавра з однієї з гуманітарних чи математичних наук в університетах )

Bachelor of Arts Education - бакалавр мистецтв в галузі педагогіки (той, що має диплом про вищу освіту, наданий персоні, що закінчила дворічний курс спеціальної педагогічної підготовки)

**магистр мистецтв, магистр гуманітарних наук
2.8 In this text use the full forms instead of abbreviations. Translate the text.

  Academic Degree is a title granted by a college or university, usually signifying completion of an established course of study. Honorary degrees are conferred as marks of distinction, not necessarily of scholarship; some, such as D.Litt. are generally honorary in the United States. The doctor's degree in medicine and law in itself is only a measure of academic attainment; the holder of the degree of M.D., for example, cannot practice in the medical profession until he or she has passed a qualifying examination and received a license. The most commonly granted degrees in the U.S. are the B.A., and the B.S., both given generally after the completion of a 4-year course of study and sometimes followed by a mark of excellence, such as cum laude, with praise; magna cum laude, with great praise; or summa cum laude, with highest praise. After one or two more years of coursework, the second degree, M.A. or M.S., may be obtained by examination or the completion of a piece of research. At the universities of Oxford and Cambridge, holders of a B.A. can receive an M.A. six or seven years after entering the university simply by paying certain fees. The Ph.D. is usually offered by all universities that admit advanced students and is granted after prolonged study and either examination or original research. The rapid expansion of specialization produced a growing variety of specific academic degrees in American, British, and other English-speaking higher education systems in the 20th century. More than 1,500 different degrees are now awarded in the United States, for example, with the largest number in science, technology, engineering, medicine, and education. The commonest degrees, however, are still the B.A. and the B.S., to which the signature of a special field may be added (e.g., B.S.Pharm.).

In Ukraine diplomas are awarded on completion of a four- or five-year university course. The candidate of science (kandidat nauk) degree is awarded after several years of practical and academic work and completion of a thesis and is comparable to the American Ph.D. Doctor of science (doktor nauk) degrees are awarded only by a special national commission, in recognition of original and important research.

In addition to earned degrees, universities and colleges award honorary degrees, such as L.H.D., Litt.D., and D.C.L., as recognition of distinction without regard to academic attainment.
^ PART 3 LANGUAGE IN CONTEXT TEXT A 3.1 These dictionary entries provide you with a wide range of translations of commonly misused words. Study the words and expressions and try to find the best variant according to the context in exercise 3.3.
consideration 1) а) роздум, розсуд, аналіз, міркування, After long consideration he agreed to their requests.

under consideration - give some consideration to the matter - send for consideration - deserve consideration - require consideration

Syn: discussion

б) погляд, думка, розсуд

take into consideration - in consideration of - on no consideration - under no consideration - careful consideration - due consideration - serious consideration - financial considerations - personal considerations

2) ввічливість, завбачливість, шана, вшанування

people of regard — шановні люди, добродії

accept the assurance of my highest consideration

Syn: esteem, respect, regard

3) віддячування, компенсація, платня

a small fee in consideration of many kind services — невелика платня в обмін на велику кількість добрих послуг

Syn: recompense, payment


commitment

1) вручення, передача the irrevocable commitment of the public welfare to the numerical majority — остаточна передача суспільного добробуту чисельній більшості

2) передача законопроекту до комісії

3) узяття під варту; ордер на арешт Syn: mittimus , confinement , imprisonment

4) обов'язок without commitment to any especial political opinions — без усяких обов’язків щодо будь-яких певних політичних думок pecuniary obligations — грошові зобов'язання to meet commitments — виконувати зобов'язання Syn: engagement

5) прихильність, погляди This demand for the commitment, or "engagement", of the artist originated in communist ideology.

6) здійснення (чогось протизаконого)


issue 1) результат, вихід, витікання, вилив, закінчення; виділення Syn: egress , emergence

2) а) вихід, вихідний канал, вихідний отвір Syn: exit , outlet

б) устя ріки

3) штучно викликувана ранка

4) а) публікація, опублікування, видання (чего-л.)

б) випуск; видання (сукупність виданих екземплярів газет, книг і т.д.) an issue comes out, is published — видання виходить

в) випуск (один опублікований екземпляр) to bring out issue, to publish an issue — видавати номер back issue — минулий номер current issue — свіжий номер

5) а) потомство, діти

б) нащадок; спадкоємець to die without issue — умерти не залишивши нащадків Syn: progeny , offspring

6) а) результат, He hoped that his enterprise would have a prosperous issue.

б) остаточне рішення в) кінець, закінчення, витікання (чего-л.) Syn: termination , end

7) а) спірне питання, предмет суперечки, розбіжність; проблема to address an issue — звертатися з питанням to bring up issue, to raise an issue — піднімати питання to bring an issue to a close — розв'язати питання to face an issue — порушувати питання to settle an issue — улагоджувати, вирішувати питання to straddle an issue — порушувати питання the question at issue is — питання / справа полягає в тому - join issue - take issue - burning issue - collateral issue - side issue - dead issue - divisive issue - moral issue - political issue - sensitive issue - substantive issue - trivial issues - issue of the day - issue of fact - issue of law Syn: question

б) предмет позову; проблема, що складає предмет розгляду

8) а) результат, продукт issues of a disordered imagination — плоди хворої уяви

б) дія, діяння Syn: deed 1.

9) доходи, прибутку Syn: profit 1., income

10) емісія


prominence 1) а) виступ, що видається частина a rocky prominence — скелястий виступ Syn: projection

б) узвишшя, опуклість, нерівність

2) видатне положення; популярність The importance of this event comes into historical prominence Syn: conspicuousness , distinction , notoriety

3) = protuberance


qualify 1) а) оцінювати, кваліфікувати; давати визначення; називати ( as, with ) Syn: characterize , entitle , name

б) визначати (виконувати функцію граматичного визначення) Syn: modify

2) а) уточнювати (какое-л. висловлення, заява і т.п.) І'd like to qualify your statement Syn: justify

б) видозмінювати, зм'якшувати (думка, висловлення і т.п.) Qualify this statement, it is too strong.. Syn: modify

3) а) кваліфікувати, навчати для какой-л. мети; готувати (кого-л.) до какой-л. Діяльності

б) готуватися до ... діяльності; здобувати . кваліфікацію At the end of three years, our son hopes to qualify as a lawyer.

4) а) одержувати право ( на що-небудь ); стати правомочним ( as, for ) to qualify for the vote — одержати право голосу He qualified to teach mathematics

б) проходити кваліфікацію the team qualified for the finals — команда успішно пройшла попередній / кваліфікаційний турнір для участі у фіналі

в) заробляти, заслуговувати If that boy goes on behaving like that, hе'll qualify for severe punishment Syn: deserve

5) а) одержувати (какое-л. право), бути визнаним (кем-л.) на підставі даної чи клятви присяги б) давати чи клятву присягу Syn: swear

6) а) послабляти, зм'якшувати (ефект чего-л., покарання і т.п.)

б) розводити, розбавляти (одну рідину іншої); зменшувати (міцність, насиченість чего-л.) he qualified coffee with milk .
3.2 Translate the sentences into English.



Після тривалих консультацій із керівництвом факультету він погодився з їхніми вимогами.

Через два роки я сподіваюся отримати фах перекладача.

Він здобув право викладати теорію перекладу.

Прийняття Конституції посідає визначне місце в новій історії незалежної України.

Він розчинив сік газованою водою.

Якщо цей студент буде й надалі поводитися таким чином, він буде суворо покараний.

Примите уверение в моем совершенном уважении. 3.Требование, чтобы автор учебника придерживался определенных политических взглядов, порождено коммунистической идеологией.

Он надеялся, что исход этого предприятия будет благополучным. 6.Мій керівник жадав би уточнити вашу заяву.
3.3 Read the text and translate it into Ukrainian. While reading mark or underline useful and up-to-point expressions. Entitle the text.

Throughout the 20th century, Americans have attended schools to obtain the economic and social rewards that come with highly technical or skilled work and advanced degrees. However, as the United States became more diverse, people debated how to include different groups, such as women and minorities, into higher education. Blacks have historically been excluded from many white institutions, or were made to feel unwelcome. Since the 19th century, a number of black colleges have existed to compensate for this broad social bias, including federally chartered and funded Howard University. In the early 20th century, when Jews and other Eastern Europeans began to apply to universities, some of the most prestigious colleges imposed quotas limiting their numbers.
Americans tried various means to eliminate the most egregious forms of discrimination. In the early part of the century, "objective" admissions tests were introduced to counteract the bias in admissions. Some educators now view admissions tests such as the Scholastic Achievement Test (SAT), originally created to simplify admissions testing for prestigious private schools, as disadvantageous to women and minorities. Critics of the SAT believed the test did not adequately account for differences in social and economic background. Whenever something as subjective as ability or merit is evaluated, and when the rewards are potentially great, people hotly debate the best means to fairly evaluate these criteria.