- •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. Find in the article the Russian for:
To shrivel, to persevere, articulacy, confification, odds, retailing, meritocratic, to take a job, awareness, rounded individuals, to whittle down, to chime with, crass, to stipulate.
II. What is the English for:
Ставить что-либо под сомнение; подавать информацию; убогий; сигнал еле слышен; объявление о приеме на работу; нанимать на работу; связи с общественностью; среднего размера; приобрести умения, необходимые для работы в офисе; строить отношения; рабочая сила; работа по дереву; косноязычный; работа в команде; независимо от.
III. Explain what is meant by the words and word combinations below. Translate them into Russian.
To steer smb into universities, social mobility, a forthcoming paper, the service sector, non-skill manual, custom care, non-graduates, inter-personal skills, graduate trainee scheme/places, to talk numbers, tests of reasoning and personality, top-level jobs, “presence”.
IV. State the difference between the words below. Give examples to illustrate their usage.
Sample – example;
Interpersonal – intrapersonal;
To pick – to pick up;
Wish – eagerness.
V. Say what you know about:
Nuffield College, Chambers of Commerce, Tullett University, Marks & Spencer, O-level, PhD.
VI. Interpret the idea:
1. The idea that we live in a “knowledge economy” has strengthened that notion.
2. Part of the job of higher education is to send a signal to employers.
3. Firms <…> want recruits with skills that formal education does not necessarily bring: “high touch” in the jargon, rather that hi-tech.
4. They could do that by the age of 19 and start moving up.
5. Financial services employers echo those views.
6. Bad luck, then, for those who come across as tongue-tied, crass or nervous, regardless of their academic achievements.
VII. Comment on:
a) The headline:
b) The chart
VIII. Points for discussion.
1. Is there any connection between people’s education and their careers?
2. Is the impact of education on social mobility declining?
3. Is it true that employers are becoming less interested in educational qualifications?
4. Which is more important: “high touch” or “high tech”?
5. Should a person’s formal qualifications or personal attributes be taken into account by employers?
I’m Counting Every Penny
Many of his classmates are rich. He’s not. A Berkeley student from Nigeria explains how he handles the financial challenges of American education.
During my sophomore year at Berkeley, three friends and I moved into an off-campus duplex together. Our first weekend there, we went grocery shopping and split the bill. One of my roommates grabbed a giant container of super-premium orange juice without even looking at the price. I glanced nervously: $11.99. It was another reminder of the vast economic gap between us—and it was the last time we ever split a shopping bill.
At most colleges, there's a lot of focus on diversity. As a native of Nigeria, I'm obviously different from my classmates. But the biggest difference hasn't been nationality—it's been money. Dormmates have teased me about being the only person alive without a flat-panel LCD computer monitor. While classmates watch football games from the student section, I work as a parking attendant. I worry about my grades just as much as they do—but I also worry about unexpected dental bills or finding $200 for the medical-school admissions test. Slightly more than half of Berkeley's students come from households with annual incomes above $60,000, and I've come to believe that a family's income can affect how well a student performs in college.
In away, it's amazing I'm attending Berkeley. I was born in Lagos. To give my three siblings and me access to a better life, my mother took us to San Francisco when I was 12, while my father stayed in Nigeria to work. My mother is college-educated, but as an immigrant she earned just minimum wage as a preschool teaching assistant. We lived in a housing project. Initially, I had a hard time in school; my thick accent made me afraid to ask questions. But with support from my parents, my overworked teachers and my guidance counselor, I was able to maintain good grades. My chemistry teacher suggested I apply to the Stanford Medical Youth Science Program, a summer experience that made me want to become a doctor. That program strengthened my application to Berkeley, where I won a full scholarship.
Even with a scholarship, I've always needed a job to be able to eat out with friends', go to the movies and enjoy many of the simple frivolities average students take for granted. As I write this, I have exactly $1,053-46 to my name, I need to pay the rent next week and my cable-Internet bill is several weeks past due. Friends know not to ask me which tropical destination I'm flying to for spring break because I'll be staying at home, working.
Lately, elite schools like Harvard, Princeton and Berkeley have taken steps to attract more low-income students like me. While this is commendable, students from poor backgrounds still face immense challenges. They often attend high schools that leave them unprepared for high-level college work. I remember taking freshman pre-med courses with classmates who had completed equivalent coursework as sophomores in high school. Despite hard work, my freshman grade average was barely a C-plus. But I enrolled in the Biology Scholars Program, which offers extra help with science coursework, and as a recipient of Berkeley's Incentive Awards Program I also get extra advising. With this help, my study skills have improved. Over the last four semesters I've maintained mostly A's. I hope to begin medical school in 2009.
If you come from a nonaffluent background, succeeding in college takes special effort. My advice: Take as many AP courses as you can. Develop strong relationships with teachers and counselors, who can be especially helpful in pointing you toward scholarships. Let people know your financial situation, since low-income students can take the SAT at no cost and enroll in SAT prep courses for reduced fees. Once you arrive at college, seek out special programs to help improve your study skills, and don't be discouraged if you don't perform well at first. Coming from a lower-income background teaches you how to work hard and manage your time—skills that will remain with you long after graduation.
Chima Nwankwo
/Newsweek, August 20/27, 2007/
Set Work