- •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. Define the words and word combinations below. Say how they were used in the article:
College-bound, to necessitate, room and board fees, to salt away a nest egg, eligibility, to pay smb off against smb, financial aid package, a campus job, income eligibility ceilings, discounted tuition.
Find in the article the English for:
Сильные изменения; вырасти на 6 %; восполнить пробел; варьирующийся; ряд, цепь; консилиум; переустановить ставки; вести счета по кредитам; установить процентные ставки; написать заявление на финансовую помощь; иметь вес; высокие медицинские счета; пенсионные деньги; поставить перед собой задачу.
Say what is meant by:
The Stafford loan, PLUS, Washington DC, COFHE.
Boston, New York, Braintree.
Enlarge on the idea:
1. Perhaps the most significant trend' in financing a college education is the growing use of the "financial aid package" put together by the schools themselves.
2. The broad issue is that colleges have gone from being sanctified to having to market themselves and be realistic about supply and demand.
V. Sum up the key points of the article and formulate its message.
A Ticket to Private School.
The idea is catching on: if public schools are failing, then give kids 'vouchers' for a private education. The debate in the campaign, in the courts--and in families.
Prime time at the Johnson house. Time for "7th Heaven" on the WB. But Mom is home, and the kids know what that means: don't even think about TV until the homework is done. Brandon has polynomials to divide for pre-algebra. Tony has to read up on mollusks for science class. And Jessica has to change out of her basketball gear and hit the Spanish books. "In public school they don't even have to bring books home, and we get three assignments a night," grumbles Tony, 13, across the dining-room table. Mom comes back without a beat. "That's exactly why you're not in public school."
Valerie Johnson shoots a smile across the table. But her mistrust of the public system is dead serious. As a child she saw her brothers’ struggle in a school that she says belittled and ignored them. One was murdered at 19. She sees even greater peril for her own children. Test scores and graduation rates in her inner-city Milwaukee neighborhood are among the lowest in the city.
Valery Johnson and her husband, Robert, a garbage collector, have latched onto a controversial alternative, a program that uses public money to help low-income families send their children to private schools. The Johnsons receive «vouchers» that cover the full cost of the roughly $ 3000 a year, per child, they send their kids to Roman Catholic schools. The decade-old Milwaukee voucher program, which now reaches 8000 kids, was followed by a similar program in Cleveland in 1995. Vermont and Main also have programs.
Voucher experiments are catching the attention of presidential candidates as well as educators. Al Gore opposes them as a drain on the public -school system. George W. Bush advocates vouchers for poor kids in failing schools. Both are sensitive to political consideration: the teacher unions, mainstays of the democratic party, regard vouchers as a threat to their livelihoods, while some conservative Republicans see vouchers as a way to fund religious schools. Meanwhile the programs are under fierce attack, blocked by lawsuits in the five states that have tried in various ways to experiment with the idea.
One of the most striking contrasts between voucher schools and the public schools is the degree of flexibility the private ones have in tailoring curricula and setting high expectations. A few fly-by-night educators have been able to collect public funds just by hanging a shingle. Three of the 91 participating schools in Milwaukee were recently found to have no academic accreditation and no standardized tests to measure student progress. In Cleveland`s voucher program, three schools were shut down for similar violations. One school, which had a convicted killer on staff was found guilty of padding voucher enrollment numbers to bilk the state for money.
The defenders of school vouchers argue that the market-place will work quickly to weed out the worst offenders. Other complaints are tougher to answer. Roughly a quarter of the voucher percipients in Cleveland and nearly a third of those in Milwaukee, including the Johnsons, were already enrolled in private schools, with the help of scholarships and grants. More important, voucher opponents warn that ardent supporters will be happy only when every public-school student, regardless of income level, qualifies for vouchers. If that happens, they say, families that can afford to pad the vouchers with their own money will have the better schools, and poor students once again will be left behind.
Still, even the most vehement opponents concede one fact: vouchers have scared some public schools into action. The Hartford Avenue School, a once high- achieving school on Milwaukee`s middle-class east side, spiraled into chaos through the `80s and `90s. White parents yanked their kids out as black students were bused in. Good teachers left. Performance plummeted. At its worst point the school went through three principals in three years. The district threatened to shut it down.
In the 1998 the district decided to give the school one last shot. Cynthia Ellwood, a former district administrator, was put in charge. She overhauled the teaching staff and revamped the curriculum, creating a magnet school focusing on urban issues and social justice. Young teachers are competing to work in the kindergarten-through-eighth-grade school, and there is a waiting list of students. «The debate has loosened some of the chains that the central office and unions have traditionally imposed upon us», concedes Ellwood. «We are freer to do things we’ve been pushing to do for years. »
Ultimately, Valerie Johnson would like to see public schools rise to the challenge. But while her children are young, she can’t afford to wait. « I’m not anti public school. I’m anti bad school. To have my children go to a good neighborhood public school would be my ultimate dream. » The political and legal wrangling will go on. Meanwhile, the Johnson rids have homework to do.
Kim Lourieie
/From Newsweek, Dec 21, 2005/
Set Work
Practice the pronunciation of the words below. Learn and translate them.
Recipient, vehement, concede, overhaul, curriculum, voucher, peril, plummet, spiral.
Find in the article the English for:
Стать популярным, привиться (об идее); сертификат, который даёт право на получение стандартных образовательных услуг; мусорщик; малоимущие семьи; программа охватывает… детей; утечка, отток; главная поддержка; разительные расхождения; быть восприимчивым к чему-л. ; судебный процесс; подотчётность; нечестный ( сленг); установить высокую планку для себя (перен.); оценить учебный прогресс студента; увеличивать; грубо говоря; ярые сторонники чего-л.; остаться не удел; успеваемость упала.
Define the words and word combinations below. Say how they were used in the article.
To shoot a smile, to belittle, graduation rates, to latch onto sth, to advocate, to be under fierce attack, to tailor curriculum, to hang one’s shingle, to yank downside, to bilk, to scare sb. into action, to qualify for, to give sb. one last shot, a waiting list, ultimately, wrangling.
Explain what is:
Prime time, teacher unions, academic accreditation, a magnet school, a good neighborhood public school.
WB, Milwaukee, Vermont, Maine, Cleveland, George W Bush, the Democratic party, Al Gore, Republicans.
State the difference between the words below. Give examples to illustrate their usage.
Inner-city - downtown;
Homework – assignment;
High-achieving school –failing school;
To shut - to shut down;
Scholarship – grant;
Try - attempt – shot;
To change - to revamp;
Argument - wrangling.
Translate into English:
1. Главная поддержка этой партии - простые люди из малоимущих семей. 2. Все столики в этом баре приспособлены для детей. 3. Обратная сторона этого вопроса весьма спорная. 4. Нечестный менеджер успешно обманул очередного клиента. 5. Меня удивили разительные расхождения в шкале оценок учеников одного класса. 6. Данная программа охватывает все слои населения и имеет много ярых сторонников. 7. Вопрос о подотчётности этого предприятия был обсуждён без промедления. 8. Система канализации в этом здании нуждается в полной модернизации. 9. Как можно увеличить уровень зачисления абитуриентов в вузы? 10. Обвиняемым в этом нечестном судебном процессе был мусорщик, который якобы устранял свои жертвы с помощью сообщника.
Points for discussions.
Is giving vouchers for a private education to help low-income families a good idea?
What voucher experiments are mentioned in the article? Whose attention do they catch? Are they fruitful?
Why have vouchers scared some public schools into action?