- •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’s meant by the words and word combinations:
To gain admission to; to enroll in; not to cover a comprehensive range of schools, unspecified personal qualities, to be within somebody’s means, a culture shock.
II. Say what you know about:
a) Public school, student tuition, boarding-school, scholarship, prep school;
b) The Iron Curtain;
c) Kent, Somerset, Canterbury.
III. Points for discussion:
1. What makes British boarding-school education attractive?
2. The benefits of having students from Eastern Europe in Western schools are many, aren’t they?
3. Can we say that our system of education lacks «safety, security and health»?
Британская школа меняет имидж, но остается верной традициям.
Прекрасное классическое образование и отработанные веками воспитательные технологии обеспечивают непреходящую привлекательность британской школы для родителей и студентов со всего мира.
Минимальный комфорт, жесткий, но здоровый режим, очень качественное обучение и прекрасная репутация – вот основные характеристики престижной частной школы в Великобритании.
Однако, как утверждают специалисты, в последние годы на рынке частных образовательных услуг наметилась тенденция к смене традиционного спартанского имиджа в сторону большей демократичности и комфорта.
Согласно опросу, проведенному по заказу ассоциации средних школ Великобритании, одним из главных пожеланий нынешних клиентов-родителей является «упрощение процедуры поступления в школу». Действительно, многие школы, особенно элитные, до сих пор активно практикуют наследственный принцип отбора учеников: родители, окончившие эту школу, посылают туда своих детей и т.д.
А современные дети, как показал тот же опрос, значительно большее внимание уделяют комфорту. «Будучи школьницей, я могла навещать родителей не чаще, чем раз в три месяца, и очень редко звонить домой», - вспоминает Джейн Лейнинг, глава Friends school в Эссексе. Сегодня же ученики практически неограниченно пользуются телефонными картами. Кроме того, к их услугам – электронная почта и факс.
В последние годы многие британские школы взяли курс на расширение спектра предоставляемых услуг – опять же с учетом пожеланий клиентов. Так опрос родителей учеников школы St/ Andrew в Истбурне показал, что многие семьи хотели бы иметь возможность время от времени оставлять детей в школе на ночь. Теперь маме достаточно предупредить учителя, и ребенка оставят ночевать, накормят ужином – в общем, присмотрят. «Мы обеспечиваем детей всем – от зубной щетки до плюшевого медвежонка», - рассказывает директор по маркетингу школы St. Andrew Пэм Даффил.
У многих, однако, нововведения в секторе частного британского образования вызывают, по меньшей мере, недоверие. По мнению противников мобильных телефонов и спутникового телевидения в стенах учебных корпусов, отход от традиций классического британского воспитания нивелирует лицо частной школы, что в перспективе может привести к падению престижа британского образования в целом.
Однако, по мнению владельцев и преподавателей частных школ, эти опасения беспочвенны: на фоне нововведений качество и эффективность образования не только не страдают, но, напротив, повышаются.
Так, колледж для девочек Queen Ethelburga под Йорком изменил критерии отбора детей. «Раньше (а школа существует с 1911 года) наша аудитория была на 90 процентов представлена детьми наших выпускниц, - рассказывает директор школы Эрика Тейлор. – сегодня же ситуация изменилась, и мы имеем дело с учениками «первого поколения». По словам Тэйлор, приток «свежей крови» обеспечил рост образовательного рейтинга школы: «Сегодня подавляющее большинство наших выпускниц поступает в университеты, тогда как раньше таких было всего 10 процентов. То есть если раньше мы делали ставку на воспитание молодых леди, то сегодня мы готовим будущих бизнесвумен».
Современная система образования в Великобритании по своему устройству имеет много общего с российской, однако функционально привычные нам понятия «начальное обучение», «средняя школа» существенно различаются.
Британская образовательная система состоит из пяти ступеней: дошкольное, начальное, среднее, последующее и высшее. Дошкольное воспитание (Pre-elementary school) рассчитано на детей 2-5 лет. С 5 до 12 лет дети учатся в начальной школе (elementary school). Далее – с 11-12 – летнего возраста – средняя школа (secondary school). Обучение в средней школе длится 5 лет и завершается сдачей стандартного экзамена GCSE (General Certificate of Secondary Education). Однако в отличие от российского аттестата зрелости британский сертификат о среднем образовании не дает права поступать в университет или колледж. Поэтому тем, кто намерен продолжать обучение, необходимо закончить так называемый шестой класс (или программу F-level) и сдать экзамен на сертификат General Certificate of Education Advanced level.
Сертификат GCE A-level дает возможность продолжить учёбу в системе собственно высшего образования, итогом которого должно стать получение научной степени (бакалавр, магистр, доктор), или же в системе так называемого дальнейшего образования (further education), которое не предусматривает получение степени и является по существу профессионально ориентированным.
Светлана Бельских
/Файнэншл таймс, 2000, №24 /
Set Work
Render the above article into English and comment on it.
What’s It Worth?
The government thinks more higher education means more sociable mobility. It’s wrong.
T
Degrees
of difference Effect
of educational qualifications on the odds of men being in social
class above non-skilled manual
I+II+IVva
– Professioanls, managers and employers; III
– Routine non-manual employees; IVb
– Self-employed workers; IVc
– Farmers; V+VI
– Supervisors, technicians and skilled manual workers;
Source:
Jacksom et
al,
forthcoming
Why should the impact of education on social mobility be declining? Because, according to a forthcoming paper* by three academics at Nuffield College, Oxford, employers are becoming less interested in educational qualifications. That’s happening for two reasons. Part of the job of higher education is to send a signal to employers – that someone has learnt to think, to persevere, to absorb information and to present ideas. As the supply of graduates grows, and the quality of teaching in Britain’s shabby, crowded universities declines, this signal is fading. At the same time, services have been growing at the expense of manufacturing, and, increasingly, the qualities that employers in the service sector want are those the middle classes acquire at home: articulacy, confifications, the Oxford researches analysed 5,000 recruitments and interviewed people doing the hiring. Firms, they discovered, want recruits with skills that formal education does not necessarily bring: “high touch” in the jargon, rather than high-tech. Typical examples are management jobs in fast-growing industries such as leisure and retailing, as well as posts in public relations, in sales and customer care.
Employers themselves say much the same thing. “What our members want is Chambers of Commerce, a group for small and medium-sized businesses. “You see a lot of people from university who take three to six months to pick up the skills for an office job. They could do that by the age of 19 and start moving up. Instead they spend three years at college and then take a job they would have taken anyway.”
Financial-services employers echo those views. Bruce Collis, chief executive of Tullett Liberty, a City broker, admits non-graduates to his graduate trainee scheme. “We want inter-personal skills, awareness, attitude, eagerness to learn: are they rounded individuals? What’s their social life?” he says. “They’ve got to come across well, not just talk the numbers but build relationships”. The result, he explains, is a workforce where a “guy with an 0-level in woodwork sits next to a guy with a PhD in mathematics”.
Marks & Spencer whittles down the 6,000 annual applicants for its 200 graduate trainee places entirely through tests of literacy, numeracy, reasoning and personality. The big retailer takes no account at all of the class or subject of degree, or the university attended.
All that chimes with the Oxford research, which showed formal qualifications featuring in only a quarter of the advertisements in the sample, typically for top-level jobs. In the “sales and personal service” category, less than 10% stipulated educational qualifications. What these posts did require were skills in communication and team-working, and personal attributes such as “good appearance”, “good manners”, “character” and “presence”. Bad luck, then, for those who come across as tongue-tied, crass or nervous, regardless of their academic achievements.
Assuming, reasonably, that job adverts reflect what employers really want, this neatly explains why education matters less than the believers in meritocracy expected. “If you are selling high-value things like real estate, you will be interacting with middle-class people and you will do better if you are familiar with their style, manners etc, “says John Goglethorpe, one of the paper’s authors. “It’s not much use having some graceless anorak, however impressive his or her degree. The attributes that these people have from their family background have some real commercial use. It’s not nepotism. Employers know what the want.”
Mike Hill, of prospects, a state-funded career service, says “universities are encouraging people to develop just these skills – to speak in a businesslike way, to make small talk.” One example is Hull University, where a popular module in “career skills”, includes “the world of work”, time management and how to talk in a business environment. Great stuff – but not necessarily worth spending three years at university and running up many thousands of pounds in debt.
Robert Orkley
/The Economist, January 2004 (www.economist.com/europe)/
Set Work