- •Государственное образовательное учреждение
- •I. Say what’s meant by the words and word combinations:
- •II. Say what you know about:
- •III. Points for discussion:
- •I. Find in the article the Russian for:
- •VII. Comment on:
- •VIII. Points for discussion.
- •I’m Counting Every Penny
- •I. Define the words and word combinations below. Say how they were used in the article:
- •I. Think of the best English Equivalent of:
- •I. Define the words and word-combinations:
- •II. Say what you know about:
- •III. Answer the questions:
- •IV. Interpret the following lines:
- •VI. Points for discussion:
- •I. Define the words and word combinations below.
- •II. Say whether you are agree or disagree.
- •III. Do you need a college degree in order to be successful?
- •IV. Which of the opinions is well-grounded? Whose opinion do you share?
- •Interpret the idea:
- •V. Give a 5-sentence summery of the article. Formulate its key idea.
- •VI. Write out questions posed in the article. How would you answer them?
- •V. Should every bright student be offered a college place regardless of his/her ability to pay?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Come out with a short report on Japan.
- •I. Say what you know about:
- •IV. Say what you know about:
- •Interpret the idea:
- •1.Тип ботанический (компьютерщик)
- •2. Тип политический
- •I. Render the above article into English.
- •II. Comment on the choice of words in the headline.
- •III. Say if you agree with the described student types. That other types would you single out? Do you belong to any of them?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Enlarge on the statements below:
- •I. Think of the best English variant of:
- •Is the headline of the article suggestive? How would you translate it into English?
- •I. State the difference between:
- •II. Say how you understand the words and word combinations below. Say how they were used.
- •III. Find English equivalents for:
- •IV. Answer the following questions:
- •V. Enlarge on the lines below:
- •VI. Interpret the headline of the article.
- •I. Find in the article the Russian for:
- •I. Practice the pronunciation of the words below, learn and translate them.
- •VI. State the idea behind the following lines.
- •VIII. Enlarge on the idea. Say whether you agree with it.
- •IX. There are a number of questions in the article. White them out and come out with answers to them.
- •X. Did the author raise an acute problem? Has the homework eaten your family/leisure time?
- •I. Think of the best English equivalent of:
- •I. Render the above article into English, try to use the active vocabulary under study.
- •II. Find an up-to-date Russian article on the topic discussed, render it into English and say if much has changed in the American educational system by now.
- •VII. Comment on the choice of the headline.
- •I. Find in the article the English for:
- •II. Think of the best English variant of:
- •III. Specify the difference between the words below. Give examples to illustrate their usage.
- •V. Points for discussion.
- •Psychology Seeks Out Brain’s Seat of Learning
- •Set Work
- •Interpret the idea:
- •In the u.S., Soaring Tuition Necessitates New Strategies
- •I. Define the words and word combinations below. Say how they were used in the article:
- •V. Sum up the key points of the article and formulate its message.
- •Interpret the idea:
- •I. Explain what’s meant by the following words and word combinations:
- •I. Find out and say how you understand:
- •II. What is meant by:
- •III. Find English equivalents for:
- •IV. Say what is implied in the lines below.
- •V. Points for discussion.
- •In what connection were these lexical units used in the article?
- •IV. Rephrase using the active vocabulary from the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •IX. Points for discussion.
- •VIII. Comment on the headline of the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •VII. Points for discussion.
- •VIII. Comment on the university’s name.
- •I. Define the words and word-combinations below. Say how they were used in the article.
- •VI. Points for discussions.
- •VII. Translate the last paragraph into Russian in writing.
- •Interpret the idea:
- •I. Render the above article into English and formulate its message.
- •II. Does the described practice appeal to you? Does it have any disadvantages?
- •Set Work
- •III. Define the words and word combinations below, say how they were used in the article.
- •VIII. Points for discussion.
- •Interpret the idea:
- •I. What is the English for:
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Find in the article the English for:
- •III. Say what you know about:
- •V. State the difference between the following words. Give examples to illustrate their usage.
- •VI. Agree or disagree with the statements below.
- •VII. Points for discussion.
- •I. Find in the article the Russian for:
- •I. Practise the pronunciation of the words below. Translate and learn them.
- •VII. Say whether you agree with the statements below.
- •VIII. Sum up the key points of the article.
- •IX. Comment on the headline.
- •X. Points for discussion.
- •Is Educational Expansion Productive
I. Say what you know about:
Johnny Walker, AIDS, Connecticut, New York, Johnson
II. What is the English for:
Обочина, под боком, майка, вокруг кого-то девочки вьются, бардак, курс по…, стипендия, бытовые услуги, кроссовки.
III. Find in the article the Russian for:
Mansion, to flash across one’s mind, round-the-clock, at top speed, to support a football team, to subscribe to sth, pointed high boots, in vain, and what not, charity organizations, to subscribe to sth, a rigid test.
Render the article into English.
VI. Points for discussion:
1. Is living without parents hard for a student?
2. Are Russian and American students alike?
3. Should students combine work and studies or should they do nothing except studying?
V. Describe an average Russian student.
One Family's Road Trip
A Newsweek father and daughter find that the campus visit is a journey of discovery—about schools, life and how one generation can best guide another.
By Howard Fineman.
For me, the Green Hills of Upstate New York are more than a lovely landscape—they are a beloved seat of learning. As the 17-year-old product of a big public high school in Pittsburgh, I wanted something different for college. I found it at Colgate University, a leading liberal-arts school nestled in the Chenango Valley. The beauty was inspiring. More important, so were the professors. They produced first-rank writing and research, yet remained dedicated to becoming intellectual mentors and, in my case, lifelong friends.
When it came time for the summer college-tour circuit, I wanted my daughter, Meredith, to see this and become enchanted. After we checked in to the Colgate Inn, I walked up to the campus alone and sat contentedly on a bench in the silent quad. Meredith called home. "Mom," she said, "I've never seen Dad so happy. But there's absolutely nothing here!"
Our time on the rustic roads didn't help. Just east of school, a woodchuck darted in front of our rental car. We heard a sickening little crunch. Meredith's hysteria ceased by the time we reached Middlebury in Vermont. Between Williams and Amherst in western Massachusetts, she hit the radio's search button. Nothing. We had reached the edge of the audio universe. It was called the Berkshires.
I resigned myself to Meredith not applying to Colgate because of the ick factor: her dad, after all, had been a toga-partying student there. I switched to rooting for Middlebury. It was a lot like my alma mater, and I was delighted when she got in. Foolish father. In her heart of hearts, my daughter had no intention of spending a New York minute in the country, no matter how superb the teaching. She claims to have been deeply undecided. Maybe, but I think that she sat still for this particular tour—we call it the "Woodchuck Trip"—mostly for dear ole Dad.
Meredith is now a junior at the University of Pennsylvania. She is an expert on taxis, restaurant and nightclub etiquette, and the deciphering of course-offering directories the size of phone books. She has renowned professors and hard-charging classmates. And I've never seen her so happy.
Here is the lesson for parents. The college search isn't about you. Take the kid where she wants to go, not where you want her to go. And if you do tour the countryside, rent a car with satellite radio.
By Meredith Fineman
Everyone told me I would know when I found the college of my dreams. "It's like a bolt of lightning," a friend assured me. "You can just tell." Still, as my dad and I began a season of college visits several years ago, I felt more panic than anticipation. I had no idea what I wanted—or who would want me.
The college-admissions process is another form of school. It sucks, but it's educational. I figured that the more places I visited, the better grasp I'd have not only of the colleges but of my own desires. We traveled the Northeast, from the most rural spots ("Can a town really have only one stoplight?") to the most urban ("Hey, wait. Where is the campus?"). I sampled frozen yogurt, dorms and classes from cognitive neuroscience (forget it) to British lit (more my speed). No lightning, but wonderful places. I applied to most of them. I was rejected by one, wait-listed by two and admitted to the rest.
At that moment, the process stopped being about college, and started being about me. I was forced to realize that I was a city girl. I had grown up on busy streets, in Washington, D.C., and felt at home on them. I had spent 14 years at a school with a senior class of 114. Others might want the intimacy and classroom attention of a small college in a quiet place; I wanted size, bustle, big-league brassiness and maybe even a little anonymity—not to mention good shopping. With joy and relief, I chose the University of Pennsylvania, which had all that, plus a great communications school, Annenberg.
But lightning? Not really, because now I felt uneasy all over again. Would I make it at Penn? Would I be able to keep up with my classes? And there was this thing about "throwing toast" from the stands at football games. What was that?
Now, two years later, I've made friends, I love my classes and, yes, I have thrown toast at one of the few games I'll ever attend. I've also learned a lot about my own character. I've learned that I can accept failure, and I can enjoy my success. I was not some hopelessly indecisive person (as I once thought), but just a teenager, inching out into the world, afraid of rejection. My friend was wrong. It's not about lightning (unless you're Ben Franklin). It's about deciding who you are, and being happy with what you find.
Meredith Fineman, Howard Fineman
/Newsweek, August 20-27, 2007/
Set Work
Practise the pronunciation of the words below. Learn and translate them.
Superb, satellite, quad, ole, decipher, tour, circuit, toga, etiquette, alma mater, bustle, intimacy, brassiness.
Define the words and word combinations below. Say how they were used in the article.
To nestle, quad, rustic, woodchuck, to hit the radio’s search button, to resign oneself to sth, to root for, ole, to decipher, to tour the countryside, stoplight, to be wait-listed, to sample, brassiness.
Find in the articleу the English for:
Милое место для обучения, закадычные друзья, зарегистрироваться в гостинице, быть очарованным чем-либо, пронестись в глубине души, быть в большой нерешительности, вспышка молнии, более осознанное понимание чего-либо, общежитие, чувствовать себя неловко, нерешительный.