- •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
Set Work
Find in the article the Russian for:
The Gallop Polls, to allocate vast sums of money for… needs, seniors, to be held… days before sth, to refer to facts, incredibly unlikely facts, every fifth in 12, to put forward a project, to come out with, to advocate, the Defense Ministry, to be in plight, freshmen, graduates, to put massive demand on sb., lenient, to aspire to, a considerable increase in sth, to make an experiment, under some agreement, to change sth drastically, district, to set up, the first donation of $..., contribution, Here a question arises, the Nobel prize laureate, eminent surgeons, tuition fees, sports ground, half-literate, to lead sb. out of the crisis.
Render the above article into English and formulate its message.
Comment on the headline.
Living Without It
At the University of Texas Law School, the halls are whiter than they once were. Three years after a federal court ruled in Hopwood v Texas that public universities in the state could no longer use race as a factor when considering applicants, there are a mere eight black students in a first-year class of 455 at the law school, a smaller percentage than in 1950. On March 8th, angry students pounded the walls while Ward Connerly, the driving force behind the demise of affirmative action in California, was inside making a speech as part of his national campaign. Much to the chagrin of the student demonstrations, Mr. Connerly’s drive is gathering momentum.
Although Texas is ground zero in the fight over racial preferences in American universities, it is far from the only battlefield. Last November, voters in Washington state passed a referendum similar to California’s Proposition 209, banning racial preferences in college admission. I both Washington and Michigan, lawsuits similar to the Texas case have been filed against the public universities. The conservative public law firm that brought those suits recently sent out a handbook to students at elite universities, a step-by-step guide to suing colleges for “illegal racial preferences”. Aspiring lawyers will doubtless seize on it.
For 30 years, American universities sought to increase racial diversity by recruiting and admitting minority candidates, sometimes at the expense of white candidates with better qualifications. This practice went unchallenged until 1978, when the Supreme Court ruled that, although rigid racial quotas were unconstitutional, universities could take race into account since there was a “compelling interest” in promoting diversity in America’s colleges.
Yet this argument rested on shaky constitutional ground, and no court has since echoed it. For this reason, opponents of racial preference have launched an assault on university preference programmes, both in the courts and at the political level with statewide referendums. As lawsuits similar to Hopwood spring up in other states, it is now almost certain that the Supreme Court will soon have to reconsider affirmative action.
Proponents of affirmative action, including most university administrators, feel they need only point to the decline of minority enrolment in the best public universities in California and Texas in the two years since the ban on racial preferences went into effect. Two former Ivy League presidents weighed in last year with an influential statistical study, “The Shape of the River”, which attempted to prove that affirmative action programmes succeeded not only in fostering diversity but also in integrating the highest levels of the professional world.
Conservative opponents of preferences admit that minority numbers have decreased at the most selective public universities in Texas and California. Yet they point to the fact that enrolment of blacks and Latinos throughout the state system has remained stable since 1996. For instance, a minority student in California who would have been admitted to Berkeley under the old system may now end up at Riverside, a less selective college. According to Harvard’s Stephan Thernstrom, an opponent of racial preferences, the news system ensures a higher minority graduation rate by not accepting students incapable of doing well at the best colleges. The way to guarantee more minority students at the top universities in the future, conservatives argue, is to address the twin pillars of social disintegration: broken schools and broken families.
Opponents of racial preferences also accuse the other side of double standards: on the one hand lamenting the decline of black and Latino enrolment since 1996, yet at the same time ignoring the dramatic increase in the number of Asians admitted during that period. Long boasting the highest scores on standardized tests among minority groups, Asians have never needed preferential treatment from universities, and are now benefiting from the new system. (In the past, some universities used quotas to keep Asian numbers down).
Sensing that it would soon be on the wrong side of the law, the University of Massachusetts announced last month that it would be no longer attempt to increase diversity through racial preferences. Instead, it will assess the financial situation of each candidate and give preferences to students from poorer backgrounds. Proponents of colour-blind admissions have long advocated this “class-based” approach, yet the University of Massachusetts has come under attack for abandoning the promotion of racial diversity. Critics argue that, since poor blacks and Latinos tend to have lower test scores than poor whites, the new system will increase the number of white students at the expense of minorities.
Both sides arm themselves with government studies and self-serving statistics; yet most people concede that very little can be done at the political level. The future of racial preferences rests with courts. What the legal system cannot do, however, is addressed the root of the problem: the fact that black and Latino students still lag woefully behind their white counterparts. So long as this grim reality persists, the system will remain broken, and no amount of judicial tinkering will fix it.
Caroline Austin
/Economist, Dec.12, 2005/
Set work
Practise the pronunciation of the words below. Learn and translate them.
Chagrin, demise, rigid, echo, guarantee, lament, preferential, woefully.
Find in the article the English for:
Набирать ход, силу; подать в суд на государственный университет; амбициозный, честолюбивый; за счет кого-либо; вынужденный интерес; шаткий; на политическом уровне; вступить в законную силу; запретить что-то по закону; опора, база; значительное увеличение; отставать; пока будет существовать такое прискорбное положение вещей…..; подвергнуться нападкам; студенты из нищих слоев общества; бросить, отказаться от…..