2. Translate into English

Обычно в Англии в школу начинают ходить в пять лет, но некоторые дети еще раньше ходят в дошкольную подготовительную группу (nursery school).

Некоторые родители отдают своих детей в дневные садики, где за ними присматривают в течение рабочего дня, но если у родителей есть кое-какие учебники и книги, они занимаются с детьми дома, учат их читать и писать, так что, когда ребенок идет в школу в пять лет, он подготовлен лучше других детей.

И все же настоящее образование начинается именно с пяти лет. С этого возраста до девяти лет дети посещают частную школу, и это довольно необычно для Англии.

Уровень подготовки в школе очень высокий: дети изучают такие предметы, как французский язык, математика и английская литература. Кроме этого можно брать уроки балета и риторики, на этих уроках детей учат правильно говорить, заучивать наизусть и читать стихотворения.

3. Questions on the topic

1. When did you enter the University (institute)? Who was the first to

congratulate you on this event? Was it difficult to realize your dream -- to become a student of the faculty? If so, why?

2. What entrance exams to the University did you take? Were they oral or written exams? Which examination turned out to be the most difficult exam of all for you? Why?

3. What is your purpose in learning English? Have you good knowledge of English? Which aspect do you find the most difficult one? What should you do to acquire good knowledge of English? Are you a member of the Student Scientific Society?

4. Where can Englishmen get higher education? Could you give the names of some universities of Great Britain? Which of them are the oldest universities? What is typical of the teaching methods at Oxford and Cambridge universities? Explain the essence of the tutorial system.

4. Talking points

Express your opinion about the following statements. Try to use as many different phrases as possible.

1. Education is the responsibility of parents.

2. Grammar rules don’t really help you to speak English.

3. The more words you know the more fluently you’ll be able to speak.

4. The British are very polite; you need to use so many unnecessary words when you speak English.

5. English is difficult because it has many exceptions.

6. Doing the same things twice is boring.

7. It’s hard to convince others when you are not convinced yourself.

8. No news is good news.

9. Life is what you make of it.

10. One should judge people by appearances not by actions.

11. Our examination session is not a holiday time.

12. What determines the lecturer’s success?

13. What do you think is more difficult — learning or teaching?

14.The students of your faculty are going to set up a Students' Debating Club. What problems of your life and studies would you raise for debate? Here are some suggestions: ... .

15. Is students' tourism a luxury or a necessity?

16. A students' group. How do you see it?

5. Here are some viewpoints on ’’How to train a specialist better’’. Sometimes they are contradictory. Discuss and criticize them. Give your arguments for and against. Think out your own problems for discussion. Use the hints given below.

1. Institutes, especially technical ones, should admit more young people with practical experience in industry. Evening and correspondence departments should be expanded.

2.In present-day conditions, the existence of evening and correspondence departments is absoluteiy unjustified. The combining of studies and work means extreme physical and mental stress which leads to shortcomings in work and in studies.

3. Syllabuses are overloaded. Not every scrap of knowledge which students acquire finds application.

4. There is no such thing as useless koowledge.

5. Some courses rush the students too quickly even though they are very important; others are too slow.

6. Text-books should be more self-instructive.

7. What is taught in science education sometimes lags behind currently accepted concepts.

8. To keep up with the time students must see how ’’science is done’’. The basic principle of an Institute should be to give academic training in close cooperation with research Institutes, design bureaus and industry.

Hints for a debate:

The chairman outlines the problem. The first (the second) speaker gives his (her) arguments. The speakers question, each other. The rest of the students put questions to the speakers, make suggestions, put forward objections. The chairman rounds up the discussion.

Introducing your point of view, expressing agreement say: To my mind; In my opinion; It seems to me that; As I see the problem; I quite agree with you; It goes without saying; I see; There is something in what you say

Expressing your disagreement say: On the contrary; I don't quite understand what you mean; I disagree with you on this point; I can't quite agree with you; I can't see why

Making yourself understood say: I mean to say that; You haven't quite caught my meaning; In other words; Do you follow me?

Bringing the discussion back to the point say: Let’s go in for details; Let’s keep to the point; You're getting away from the point

Winding up the talk say: To surn it up; In short

Admitting that you are beaten in the argument say: I admit I was wrong; I give in.