1 курс / English For Philology Students

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22. Apart from schools and universities there is another sector, which often gets forgotten – a sort of Cinderella of education system. Read this extract from “British Life and Institutions” and say what sort of learning these establishments give to students. Is there a system similar to the English FE colleges in your country?

Further Education Colleges

In fact, there are almost as many students at further education colleges as at university, and these colleges perform some very important functions.

Some pupils from school prefer not to stay there to do their A levels, but to move to a nearby FE college. Going there has two main attractions. First, there is a wider choice of A level subjects, including Law, Computing and Sociology; and second, there is a much freer, more adult atmosphere than at school.

Another group of pupils – those who are not happy with the academic study involved at A levels, who want to do a vocational course which leads quickly to a job. FE colleges offer all sorts of work-related courses, from Car Mechanics to Dental Nursing, which give students NVQs (National Vocational Qualifications).

Then there are those who leave school at the age of 16 and go straight into a job, but later on realize that they need higher qualifications. Quite a lot of people in their mid-20s or older come back into education at an FE college and take a one-year Access course; this gets them into university, where they are often more successful than younger students because they are more serious and focused.

FE colleges also offer English-language courses to foreign visitors; in some ways they are a better learning environment than specialized language schools, as the visitors mix with all the British students around them.

23.Speak on the topic “Higher education in Great Britain”.

24.Make a project about the system of higher education in the USA.

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Conversational Formulas

Discussion

Shall we start? – Начнем?

Ladies and gentlemen, I think we should begin. – Дамы и господа, я

думаю, мы можем начать.

First …, second …, third … – Во-первых, … во-вторых, … в-

третьих.

Let‟s move on – Давайте продолжим.

Shall we continue – Продолжим?

May I interrupt you to say that … – Разрешите мне прервать Вас и сказать, что … .

I am afraid I don‟t get the point. – Боюсь, что я не понимаю сути де-

ла.

With all due respect I have to contradict. – При всем уважении я дол-

жен возразить.

I greatly appreciate your advice. – Я высоко ценю Ваш совет.

To present a paper/ report on the subject … – представить доклад на тему … .

My report deals with … – мое сообщение касается … .

To come to a conclusion – прийти к выводу.

25.Make a report on British, Russian or American system of higher education.

26.Divide into groups of 3–4 people. Discuss different systems of higher education (American, British, Russian) and be ready to speak about their differences and similarities.

27.Arrange a conference to discuss specific features of different educational systems.

Word Formation

The most common suffixes to form adjectives from nouns and verbs are:

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-y (-ly) – full of or covered with…; tending to…; like o typical of …; -ic (-ical) – of, like or connected with …;

-ful – full of …; having the quality of …; causing …; -less – without …;

-able – having the stated quality or condition;

28. Make the derivatives from the following words. Translate them into Russian.

Academy, success, end, symbol, fear, optimist, sun, base, month, care, word, dirt, enjoy, remark.

Grammar

Perfect Tenses

29. Translate the following sentences into Russian.

1. She has had much work this week. 2. He has written his test paper well. 3. Have you ever read English books in the original? 4. Have you answered these questions yet? 5. Many new novels have been translated into English. 6. The newspaper will have been delivered by 6 a.m. 7. How long have you been learning Arabic? 8. The problem of folklore festivals has not been touched upon yet. 9. The report had been written before the arrival of the chief. 10. The student will have passed the exam in the History of Linguistics by the end of the week. 11. He had left the city by that time. 12. Has she been to any book exhibition this year? 13. The experiment had been completed by that time yesterday. 14. The lecturer has been listened to inattentively. 15. This magazine will have been returned by this time tomorrow. 16. Will the work have been finished by September?

30. Choose the correct form of the verbs in brackets and translate the sentences. Consult the Grammar Support if necessary.

1. He (has, have been, will have) read the book on poetry by the end of the next week. 2. By the time he was 25 he (had, has, will have) become

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a Doctor of Philosophy. 3. The room (has, had, will have) not been slept in for many years. 4. Many new interesting magazines (has been, have been, will have) published by now. 5. The lecture (have, have been, will have been) delivered by this time tomorrow. 6. Their test (has been, had been, will have) written by 2 o‟clock yesterday.

31. Make the sentences passive.

1. Your friends have invited you to dinner. 2. Someone has given me this book. 3. They have staged Shakespeare‟s plays. 4. He has put the clock on the shelf. 5. She has lost her dictionary. 6. Nobody has ever written about her. 7. They had sent for the doctor by 4 p.m. 8. We had passed exams before he arrived. 9. By this time I will have received the letter. 10. It surprised me that they had completed their research.

32. Translate the sentences into English.

1. Вы уже перевели текст? 2. Я видел этот фильм недавно. 3. Он ко- гда-нибудь бывал в Англии? 4. С тех пор она не была в Америке. 5. Мне только что задали этот вопрос. 6. Этот клуб уже посетили многие журналисты.

It’s Interesting to Know

Degrees

Degrees are higher education qualifications that help you develop a thorough understanding of a subject. There are several different types and a vast number of subjects to choose from.

Bachelors degrees. A bachelor‟s degree (sometimes known as an

'ordinary' or 'first' degree) can lead to a qualification such as a bachelor of arts (BA), bachelor of science (BSc), or bachelor of medicine (MB). Depending on the subject you choose, it normally takes three or four years to complete full-time.

Foundation Degrees. Foundation Degrees combine academic study with work-place learning. They are broadly equivalent to the first two

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years of a bachelors degree. They provide a route into university or college for a broad range of students from many different backgrounds.

Higher degrees. Higher (also called postgraduate) degrees, diplomas and certificates usually require that you already have a bachelors degree. They lead to qualifications such as master of arts (MA) and master of science (MSc).

Higher National Certificates (HNCs) and Higher National Diplomas (HNDs). HNCs and HNDs are work-related courses provided by higher education colleges and further education colleges. They are available in a wide range of subjects from accounting to video production.

Higher education diplomas and certificates. As well as HNCs and HNDs, you can study for a range of higher education diplomas in subjects as varied as accounting, construction, engineering, nursing, science, technology and textile design. They usually take two years. You can normally convert your higher education diploma to a degree with an extra year of study. Certificates of higher education are academic, rather than vocational qualifications. They are broadly equivalent to an HNC, and usually take a year of full-time study to complete.

Independent Reading

33.Read the text and answer the following questions:

a)What opportunities does higher education give to you?

b)What difficulties do you come across while getting higher education?

What Is Higher Education All About?

Higher education means a lot more than just getting a qualification. It also offers you the chance to meet new people and take advantage of new opportunities.

Unlike school, you're at university or college because you want to be, learning more about a subject or job you're really into. You'll have more control over how and when you study – though it‟s up to you to make the most of it. You'll find higher education challenging – getting used to

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new ways of learning and thinking may take time – but you'll have a lot of fun along the way. You‟ll also have lots of opportunities to experience new things and meet new people.

Studying and Social Life

Higher education is a very different experience to school or further education. You are expected to do far more work for yourself. Lectures and seminars will provide guidance, but you‟ll need to widen your knowledge through background reading. Subject staff will offer lots of advice to help you get used to this new way of working. Library staff will be able to help you find the materials you need, and advise on referencing and avoiding plagiarism when it comes to writing essays.

Making new friends is a key part of the higher education experience. If you‟re worried about fitting in, remember that students from all backgrounds and of all ages go to university and college.

One way to form friendships is through student societies or sports. It‟s always easier to bond with someone if you share a common interest. There will probably be a full list of societies available on your students' union website, and you‟ll have an opportunity to join up to most at the „Freshers‟ fair‟. Most institutions have a sports centre of their own or an arrangement with the local centre. As a student you‟re likely to have access to sports facilities, and you may get a discount on gym membership.

Most universities and colleges run open days. They‟re generally held two or three times a year, allowing members of the public to look around the institution and see what's on offer. Many institutions also offer short courses over the summer period, giving prospective students the chance to get a taste of higher education. At these events you‟ll be able to find out from lecturers and students all the good and bad points of university life, take a tour of the campus and sit in on lectures and seminars. The Bright knowledge resource library has information about higher education, money and careers.

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34. Read the text and make a table of similarities and differences in higher education of different countries. Get ready to speak about different systems of higher education.

Higher education is any of various types of education given in postsecondary institutions of learning and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies. Higher-educational institutions include not only universities and colleges but also various professional schools that provide preparation in such fields as law, theology, medicine, business, music, and art. Higher education also includes teacher-training schools, junior colleges, and institutes of technology. The basic entrance requirement for most highereducational institutions is the completion of secondary education, and the usual entrance age is about 18 years.

The system of higher education had its origin in Europe of the Middle Ages, when the first universities were established. In modern times the nature of higher education around the world has been largely determined by the models established in influential countries such as France, Germany, Great Britain, and the United States.

Both France and Germany have systems of higher education that are basically administered by state agencies. Entrance requirements for students are also similar in both countries. In France an examination called the baccalauréat is given at the end of secondary education. Higher education in France is free and open to all students who have passed this examination. A passing mark admits students to a preparatory first year at a university, which terminates in another, more rigorous examination. Success in this examination allows students to attend universities for another three or four years until they have attained the first university degree, called a licence in France.

Basic differences, however, distinguish these two countries' systems. French educational districts, called académies, are under the direction of a rector, an appointee of the national government who also is in charge of the university in each district. The uniformity in curriculum throughout the country leaves each university with little to distinguish itself. Hence, many students prefer to go to Paris, where there are better accommodations and more cultural amenities for students. Another difference is the existence in France of higher-educational institutions known as grandes écoles, which provide advanced professional and technical

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training. Most of these schools are not affiliated with the universities, although they too recruit their students by giving competitive examinations to candidates who possess a baccalauréat. The various grandes écoles provide a rigorous training in all branches of applied science and technology, and their diplomas have a somewhat higher standing than that of the ordinary licence.

In Germany, a country made up of what were once strong principalities, the regional universities have autonomy in determining their curriculum under the direction of rectors elected from within. Students in Germany change universities according to their interests and the strengths of each university. In fact, it is a custom for students to attend two, three, or even four different universities in the course of their undergraduate studies, and the majority of professors at a particular university may have taught in four or five others. This marked degree of mobility means that schemes of study and examination are marked by a freedom and individuality unknown in France.

Each of these countries has influenced higher education in other nations. The French, either through colonial influence or through the work of missionaries, introduced many aspects of their system in North and West Africa, the Caribbean, and the Far East. In the 1870s Japan's growing university system was remodeled along French lines. France's grandes écoles have been especially copied as models of technical schools. German influence has come about through philosophical concepts regarding the role of universities. The Germans were the first to stress the importance of universities as research facilities, and they also created a sense of them as emblems of a national mind. The doctoral degree, or Ph.D., invented in Germany, has gained popularity in systems around the world.

The autonomy of higher-educational institutions is strikingly pronounced in Great Britain. Its universities enjoy almost complete autonomy from national or local government in their administration and the determination of their curricula, despite the fact that the schools receive nearly all of their funding from the state. Entry requirements for British universities are rather complicated. A student must secure a General Certificate of Education (corresponding to the French baccalauréat) by taking examinations in various subjects and receiving passing marks in them. The greater the number of “advanced level” passes, rather than

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“ordinary level” passes, that a student acquires, the better his chances are of entering the university of his choice. (Britain has a centralized admissions bureau to which candidates for admission are able to give their choice of universities in an order of preference.) This selective admission to universities, combined with the close supervision of students through a tutorial system, makes it possible for most British undergraduates to complete a degree course in three years rather than the standard four years. Great Britain's academic programs are more highly specialized than their European continental counterparts. Most undergraduates follow an “honours” course (leading to an honours degree) in one or, at the most, two subjects, while the remaining minority of students take “pass” courses that cover a variety of subjects. Great Britain's model of higher education has been copied to varying degrees in Canada, Australia, India, South Africa, New Zealand, and other former British colonial territories in Africa, Southeast Asia, and the Pacific.

The system of higher education in the United States differs from its counterparts in Europe in certain ways. In the United States, there is a nationwide assumption that students who have completed secondary school should have at least two years of university education. Hence, a great number of “junior colleges” and “community colleges” have sprung up to provide two years of undergraduate study, in contrast to the traditional universities and colleges, where a majority of students complete four years of study for a degree and where substantial numbers go on for one to three years of postgraduate study in a “graduate school.”

Universities that provide four-year study courses are either privately funded foundations or are state or city foundations that depend heavily on the government for financial support. Private universities and colleges depend largely on tuition charges levied on students. The individual state governments fund the nation's highly developed system of state universities, which ensure the provision of higher education for the vast majority of those willing and academically qualified to receive such education.

In the American system, the four-year, or “bachelor's,” degree is ordinarily obtained not by passing a “finals” examination but rather by the accumulation of course “credits,” or hours of classroom study. The quality of work done in these courses is assessed by means of a continuous record of marks and grades in a course transcript. The completion of a

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certain number (and variety) of courses with passing grades leads to the

“bachelor's” degree. The first two years of a student's studies are generally taken up with prescribed courses in a broad range of subject areas, along with some “elective” courses selected by the student. In the third and fourth years of study, the student specializes in one or perhaps two subject fields. Postgraduate students can pursue either advanced studies or research in one of the many graduate schools, which are usually specialized institutions. At these schools students work toward either a

“master's” degree (which involves one to two years of postgraduate study) or a doctoral degree (which involves two to four years of study and other requirements).

A marked feature of American education that derives from the German model is the de-emphasis on lecture and examination. In both of these countries, students are evaluated according to their performance in individual courses where discussion and written essays figure importantly. The American model of higher learning was adopted wholesale by the Philippines and influenced the educational systems of Japan and Taiwan after World War II.

35. Read the text carefully, identify key points. Choose one passage to translate it in writing. Express your opinion on the problem in English or in Russian when being tested on your progress in independent reading.

Universities in Transition

By David Riesman

The following text is taken from an essay in the Wilson Quarterly which deals with some fundamental changes at American universities during the 1970s. Although the explosive activism on university campuses during the 1960s gave that decade the greatest press coverage, Professor Riesman claims that the 1970s have brought about a more significant change in higher education. He sees the reasons for this in the large-scale tuition subsidies granted by Congress in 1972 and the active recruitment of blacks and other minorities which have brought eleven million students of all races and social backgrounds into U.S. universities.