УРАЛЬСКИЙ СОЦИАЛЬНО-ЭКОНОМИЧЕСКИЙ ИНСТИТУТ АКАДЕМИИ ТРУДА И СОЦИАЛЬНЫХ ОТНОШЕНИЙ
АНГЛИЙСКИЙ ЯЗЫК
Практическое пособие по домашнему чтению
Челябинск
2007
Английский язык: практическое пособие по домашнему чтению / cост. Г.В. Данилова; УрСЭИ АТиСО. – Челябинск, 2007. – 60 с.
Практическое пособие представляет собой сборник текстов для домашнего чтения. Пособие предназначено для студентов I курса экономических специальностей, содержит материал для самостоятельной работы. Тематика текстов соответствует программным требованиям базового периода обучения английскому языку.
Составитель |
Данилова Г.В., канд. филол. наук, профессор, зав. |
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кафедрой иностранных языков УрСЭИ АТиСО |
Рецензент |
Маврина Н.В., канд. пед. наук, доцент кафедры |
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иностранных языков УрСЭИ АТиСО |
Утверждено редакционно-издательским советом Уральского социальноэкономического института Академии труда и социальных отношений
©Уральский социально-экономический институт Академии труда и социальных отношений, 2007
©Данилова Г.В., 2007
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Предисловие
В данном пособии представлен материал для внеаудиторного чтения для студентов I курса экономических специальностей. Программные требования по английскому для студентов неязыковых специальностей предусматривают регулярные задания по домашнему чтению.
Тематика включенных в пособие текстов разнообразна: «Образование», «Изучение иностранных языков», «Средства массовой информации», «Деньги», «Банки», «Реклама», «Политкорректность в языке», «Деловая жизнь США и Великобритании», «Вопросы экономики», «Проблемы британской молодёжи», «Здоровый образ жизни», «Диалог культур», «Российский бизнес», «Проблемы общения», «Коноиндустрия» и так далее. Выбор текстов обусловлен программой базового курса обучения с тем, чтобы домашнее чтение могло сочетаться с аудиторной работой, предоставляя дополнительный лексический и содержательный материал.
Отобранные тексты намеренно не унифицированы по уровню трудности, что дает возможность учитывать уровень подготовки студентов и индивидуализировать задания. Студенты имеют возможность познакомиться с разнообразными стилями: здесь есть статьи из периодических изданий и экономических журналов, тексты из оригинальных учебных пособий, научнопопулярных изданий, художественные рассказы. В текстах сохранены особенности британского и американского вариантов английского языка.
37 текстов сопровождены вопросами на проверку понимания, к ряду текстов даны различные текстовые задания. 7 последних текстов, включающих 4 художественных юмористических рассказа, рекомендуется использовать в качестве индивидуальных заданий. В пособии представлен в основном аутентичный материал.
При подборе и составлении текстов учитывалась профессиональная направленность обучения. Содержание текстовых материалов будет способствовать расширению общей, профессиональной и лингвистической эрудиции студентов.
Несколько советов студентам:
1.Не пугайтесь никакого текста. В любом тексте можно разобраться. Если смысл фразы ускользает, попробуйте перевести ее дословно. Получится неуклюже, зато понятно.
2.Не все незнакомые слова важны для понимания общего смысла. Если хотите получить удовольствие, старайтесь читать без словаря.
3.Однако без понимания ключевых слов не обойтись. Подружитесь с хорошим словарем и по мере надобности заглядывайте в него. Выписывайте незнакомые слова, закрепляйте активную лексику.
4.Помните, что единственный краткий путь к овладению языком – это упорная и сознательная работа.
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Text 1
THE HAPPIEST DAYS OF YOUR LIFE
Some people say that your schooldays are the happiest days of your life. Here are four people talking about their schooldays.
Sally Jennings works in an advertising agency.
‘I went to the local grammar school. It was an all-girls’ school, and we all had to wear uniforms. That uniform! I really hated it! We had to wear white socks, white blouses, matching blue skirts and blasers, and one of those ... you know ... funny little hats. Ooh! And we had to wear ties, really! We didn’t mix much with children from other schools. It was a bit snobbish, I suppose. The syllabus was very academic. We never did things like cookery or needlework. I was glad at the time but I wish they’d taught us a few ... a few basics. I can’t ev en make a decent omelette. I didn’t like games, either - a lot of girls running round a hockey field on a freezing cold January afternoon. I hated it! Oh, and another thing I regret ... I wish the school had been co-educational. I was terribly shy of boys for a couple of years after I left school ... simply because I hadn’t met many.’
Samantha Wharton is the personnel manager of a department store.
‘I was at a big comprehensive - nearly 2000 students. Because it was so big there was a wide choice of subjects and I liked that. I suppose it was a bit impersonal sometimes. I often wished it had been smaller, but the teaching was very good and there were lots of extra activities. I played in the school orchestra - not very well - and helped to produce the school newspaper. I think comprehensives could be improved. A lot of my friends left at 16, and they now regret leaving so early. Some of them would have done very well academically, if they had been encouraged enough. Still, maybe things are different now.’
William Bunter is a civil servant. He’s a senior official in the Foreign Office. ‘I went to Eton, actually. I suppose I had a very privileged education. Academic standarts were very high and I was able to go on to Oxford. The thing I remember most is the comradeship. The friendships I made there have lasted through my life. Sports were very important for me - I believe that team games teach people to work together, and we played every afternoon. There’s been a lot of bad publicity about corporal punishment in schools. I was often beaten but it didn’t do me any harm. Maybe young people would be better behaved these days if there were more discipline in schools. My only regret about boarding school is that I didn’t get to know my parents very well. I didn’t see much of them after the age of eight. I’ve thought a lot about the problems, but I’d like to send both of my sons to Eton. I’ve already reserved their places.’
Darren Andrews was at a comprehensive school. He’s unemployed.
‘I left last year when I was 18. I passed all my exams, but I still haven’t been able to find a job. I wish I’d applied for university, but even with a degree, there’s no guarantee of work nowadays. I wish I’d chosen different subjects. I specialized in English Literature, History, and Latin. I enjoyed doing them, but you see ... most of
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the jobs these days are on the technical side. I think schools ought to give more advice on careers and there should be more specific job preparation. If I’d known more about job possibilities, I’d have done other subjects.’
1. Answer the questions:
1)Where do Sally Jennings, Samantha Wharton, Darren Andrews, William Bunter work?
2)What schools did they study at?
3)Which of these people played in the school orchestra / studied in an all-girls’ school / played team games every afternoon / specialized in English Literature, History, and Latin?
4)What subjects are taught at different kinds of schools?
5)What are the principal specific features of these schools?
6)What did the characters of these stories like in their schools?
7)What do they regret about?
2. Speak about your schooldays. Work in pairs.
1)What did you like in your school?
2)What do you regret about?
Pay attention to the sentences with if and I wish. Use these patterns in your stories.
Text 2
KEEPING FIT
One must keep fit to do well at the University. One has to get up early to get to the University in time; one has to spend long hours indoors attending lectures and seminars or reading in the library. One has to stay up late getting ready for seminars, writing essays or doing exercises for one’s English class. So one needs to be strong and healthy. What are the ways to keep fit?
First of all you must miss no chances of outdoor activities as an antidote to our sedentary lives. Of course, there is your physical training class but that’s definitely not enough. Skating or skiing in winter and swimming in summer must become part of your everyday life.
Second, exercise. You must exercise whenever you can - in the morning, after your classes, in the evening. Jogging has become quite popular nowadays and a lot of people run before breakfast. If you’re too busy in the morning, find some time for it in the evening.
Third, regular meals are a must if you want to keep fit. Try to avoid going without any food for hours. Breakfasts can help concentration and so could be useful for early lectures and seminars! Students are notorious for having bad eating habits. Some students actually live on sandwiches. The chocolate, fast food and crisps that students eat may have an impact on long-term health – instead of snacking on
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chocolate nutritionists suggest the students should carry either fresh or dried fruit as a snack. What you eat has a direct impact on your health. Remember that an apple is a better snack than sandwiches and coffee. Fourth, and this is very important, smoking is something you must give up for good if you want to keep fit.
There is nothing new in all this. It’s everything your mother told you, but sometimes you didn’t listen. The key word is everything. You must work on everything at once - exercise, diet, and health habits. These are basic principles. Try to build in at least a few routines that will last, something you’ll do every day from now on.
1. Answer the questions:
1)Why is physical fitness necessary for your good progress at the University?
2)What are the four rules you must follow to keep fit?
3)What outdoor activities do you practise in winter / in summer?
4)Do you exercise regularly? What kinds of sports do you go in for?
5)Are your eating habits healthy? What do you have for breakfast / dinner / supper?
6)Why is smoking harmful for your health?
7)Do you and your friends follow these rules?
2. Discuss the problems of keeping fit. Work in pairs.
1)Ask and answer questions about the basic principles of keeping fit.
2)What are your own ideas of keeping fit?
Text 3
MOSCOW UNIVERSITY
An important part in the development of higher education in Russia was played by Moscow University. It was not by accident that Moscow was chosen as the place for the first Russian University. Moscow was situated in the centre of the country and it was easier for students to come there from all parts of the country, besides, life in the older capital was cheaper than in St. Petersburg.
Moscow State University was founded in 1755 according to the project of the great Russian scientist Mikhail V.Lomonosov. On the 23-ird of January (St. Tatyana's day) Russian empress Elizaveta I had signed the Decree about foundation of the University in Moscow. It started the tradition of celebrating this date as Students' Day in Russia. Moscow University was opened on April 26 (May 7) 1755 in the three-storied building where the State Historical Museum is situated. But it was too small for the University and several houses in Mokhovaya Street were bought the next year. In 1786 the sum of 125,000 roubles was allotted by the government to build a new University building. A famous Russian architect Kazakov in Mokhovaya Street built it.
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The University had three faculties: philosophy, law and medicine. The philosophy faculty was considered to be preparatory and studies there were obligatory for all students. Philosophical, natural and philological disciplines were studied for 2 or 3 years. Special attention was paid to “the history of the Russian Empire”. After finishing the courses at the philoso phy faculty, students could choose to study either law or medicine. At the law faculty students were taught civil law, commercial law, military law and law of the sea. Each student could work independently according to an individual plan of studies that was based on the general university curriculum and he could study the disciplines that he had chosen in any order he wished. The University also contained a library, a mineralogical museum, a “natural” museum, an anatomical theatre, a chemical laboratory, an astronomical observatory, etc. In accordance with the University Charter debates among students were organized. They were supervised by professors and “all lovers of the arts and sciences” were welcome to these deb ates. The best students were awarded gold and silver medals at the end of each year. After graduation they were sent abroad to perfect their knowledge.
All lectures were given in Latin. Professor Popovskiy who gave lectures on philosophy and literature was the first to propose giving lectures in Russian stating that “there exists no idea that can’t be properly e xplained in Russian”. But lectures in Russian were not allowed until 12 years later in 1767.
The number of students at the University was small. Thus in 1755 there were only 61 students. Later their number gradually began to grow.
Now at the University there are 21 faculties, offering BA/BSc, MA/MSc, PhD, DSc, MD programs in science and humanities. The quantity of students is 32,000. There are 350 chairs in MSU.
International Guides to Higher Educational Institutions rate it among the first ten best universities of the world. The University is worldwide recognized as a great research centre. World famous are the achievements of the University mathematicians, physicists, biologists, chemists, geologists. Moscow State University includes a number of scientific research institutes specialized in the most significant areas of modern science such as Mechanics, Nuclear Physics, Astronomy, Lasers, Molecular Biology, Bio-Organic Chemistry, Anthropology, Materials Sciences, Ecology, etc. Students take their classes at more than 100 laboratories, Computer Center, Botanical Garden, Museum of Antropology, Museum of Zoology, Museum of Earth Science and Museum of Rare Books. The Main Building is world famous for its exceptional architecture and size - it is the largest and tallest university building throughout the world. The University campus, located in one of the most beautiful parts of Moscow, supplies the students with all necessary facilities: lecture halls, laboratories, libraries, dining halls, dormitories, cinema, conference and theatre halls, post office, clinics, pharmacy, and various shops. Moreover Moscow State University campus includes 12 training halls, swimming pools, baseball and football grounds, tennis courts and other sport facilities.
(After “The History of Moscow”; http://www.msu.ru/)
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1. Answer the questions:
1)When was Moscow University founded?
2)When was the University opened?
3)Where was it situated?
4)What sum was allotted by the government for the new building?
5)Who was it designed by?
6)What disciplines were studied at the philosophy faculty?
7)What subjects were taught at law faculty?
8)How was a student’s work organized?
9)What were the best students awarded at the end of the year?
10)Where were they sent after graduation?
11)In what language were lectures given?
12)Do you know why the tradition of celebrating Tatiana’s Day is connected with Moscow University?
Text 4
BRITISH UNIVERSITIES
The foundation of the great schools which were named Universities was everywhere throughout Europe a special mark of the new impulse that Christendom had got from the Crusades. A new desire for study sprang up in the West from its contact with the more cultured East. Oxford and Cambridge are the oldest and most prestigious universities in Great Britain. They are often called collectively Oxbridge. Both universities are independent. Only the education elite goes to Oxford or Cambridge. Most of their students are former public schools leavers.
Oxford and Cambridge universities consist of а number of colleges. Both of these universities are very beautiful. They have some of the finest architecture in Britain. Some of their colleges, chapels and libraries are three, four and even five hundred years old, and are full of valuable books and precious paintings.
Oxford University traces its roots back to at least the end of the 12th century, although the exact date of foundation remains unclear. The history of Cambridge is believed to begin in 1209 when after a dispute between students and townsfolk broke out some of the academics at Oxford fled northeast to the town of Cambridge, where the University of Cambridge was founded. The two universities have since had a long history of competition with each other. According to the custom they joined themselves into “Universitas” or a society of peopl e with common employment. Only later they came to be associated with scholarship. Cambridge won independence from the Town rule in 1500. Students were of different ages and came from everywhere. Gradually the idea of the College developed and in 1284 Peterhouse, the oldest College in Cambridge was established. In 1440 King Henry VI founded King's College, and other colleges – followed. The first C ollege of Oxford University was
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founded in 1249. At that time with the revival of classic studies many teachers became enemies of parliament, and the Church. The English king prohibited the lectures of Vicarious on the Civil Law at Oxford. There were no women students at Oxford until 1878, when the first women's college Lady Margaret Hall was up. Now, most colleges are open to men and women. Oxford is famous for its first-class education as well as its beautiful buildings. Each college has its name, its coat of arms. There are 39 colleges of Oxford University, each with its own internal structure and activities. Many students want to study there. It is not easy to get a place at Oxford University to study for a degree. But outside the university there are many smaller private colleges that offer less difficult courses and it is easy to enroll.
In the XIX and early part of the XX centuries the so-called Redbrick universities were founded. These include London, Manchester, Leeds, Liverpool, Sheffield, and Birmingham. During the sixties and seventies some “new universities were set up. Sometimes they are called “concrete an d glass” universities (universities of Sussex, York, East Anglia and some others). There are more than 60 universities in the U.K. The leading universities are Cambridge, Oxford and London. English universities differ from each other in traditions, general and academic organization, internal government, etc. The University of London is one of the best UK's universities. New universities connected with industrial and trade enterprises try to coordinate their curriculum with the employers’ demands. According to the surveys commented by “The Times” employers are creating the ir own “premier league” of universities, they favour recruits from older universities.
The academic year in Britain’s universities is divided into three terms, which usually run from the beginning of October to the middle of December, from the middle of January to the end of March, and from the middle of April to the end of June or the beginning of July. University teaching in the UK differs greatly at both undergraduate and postgraduate levels from that in many other countries. An undergraduate program consists of a series of lectures, seminars, tutorials and laboratory classes, which in total account for about 15 hours per week. Following a particular programme students take series of lecture courses which may last one academic term or the whole year. Lectures are given to large groups of students (from 20 to 200). Seminars and tutorials are much smaller than lecture classes and in some departments can be on a one-to-one basis - one member of staff and one student. After three years of study a university graduate will leave with the Degree of Bachelor of Arts, Science, Engineering, Medicine, etc. Later one can take the Master’s Degree and then the Doctor’s Degree.
1. Answer the questions:
1)What are the oldest universities in England?
2)When did their history begin?
3)What are Cambridge and Oxford famous for?
4)What does a British university usually consist of?
5)Does University teaching in the UK differ from that in other countries?
6)What does an undergraduate programme consist of?
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7)What do abbreviations B.A., B.Sc., M.A. stand for?
8)What do you know about the traditions of British universities?
9)There is a term “a redbrick university” in English. How can you explain its meaning?
10)Why do you think employers prefer graduates from traditional universities?
Text 5
ETON COLLEGE
In an interview with “Moskow News”, the head of the Russian language and literature department at Eton College talks about the changes that have occurred at Eton. The questions of the interviewer are given below. Read the text and find suitable places for them.
1. .......................................................................
The school is financially independent, which enables it to provide scholarships to gifted children whose parents cannot afford to pay tuition fees. For example, this year, the principal announced that eight scholarship students (rather than the usual four) would be admitted to the Sixth Form. To do that, they need to pass exams with flying colors. This is a challenging task for children from ordinary families. Entrance examinations for Eton require a good knowledge of French, Latin, and a number of other subjects, many of which are not taught at state schools that are maintained at public expense. This curriculum gap creates serious difficulties. There are probably not more than 200 scholarship students among Eton's 1,300 boys. And of course English is the greatest barrier for foreign applicants.
2. .........................................................................
We teach the same basic subjects: English, literature, history, mathematics, physics, foreign languages, etc. Probably the main difference is that in addition to core subjects, there is a wide selection of extras. For example, our department teaches 10 foreign languages. Electives also include sports, music, drama, oratory, etc.
There are about 50 interest groups and societies at Eton - from our Slavic society, which is open to all those interested in Slavic culture and languages, to connoisseurs of English tea, photography, and arts... Eton also has some 30 sports to choose from. The college also has its own theater, and students may attend concerts and excursions, including abroad.
3. .........................................................................
I have never heard about this. There is a well thought through system of trustful relations between students, as well as between students and teachers... Every boy has a separate room from the first till the last year of studies. In a certain sense, this is well in line with the famous English principle: My home is my castle. There
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