Ex 2 Replace the infinitive in brackets by the correct tense form – the Present Perfect or the Past Indefinite (Active)
Example: - I (see) this film twice. I (see) it in Moscow in 1992 and in my native
town in 1995.
- I have seen this film twice. I saw it in … .
They (to go) to France last summer.
They (to live) in London for twenty years.
I (to learn) many new German words lately.
Last week I (to learn) many new English words.
When you (to visit) your parents last time?
You ever (to visit) Spain?
I (not to see) you at church last Sunday.
I (not to see) you at church since last month.
He (to write) the letter to his friend only yesterday.
You (to visit) your sick friend today?
When you (to go) to see him?
I (to read) the book twice. I first (to read) it in 1998 and I (to read) it again this year.
Ex 3 Make up sentences following the model
Model: - Have you ever been in New York City.
- I have never been in New York City.
- Last month I was in New York City.
tell a lie
steal anything
eat this dish
hear strange noise at night
buy a brand new car
sleep all day long
not do all the homework
work all through the night
send a telegram
shake hands with a famous person
fly a plane
see a ghost
win money in the lottery
make a bad mistake
Ex 4 Draw conclusions.
Example: - They began to discuss this problem at 10 a.m. It is 11.30 now and they
are still discussing it. They have been discussing it for one hour and a half.
The rain started at 10 a.m. It is 4 p.m. now. It (rain) since … .
She arrived in London in 1998. So she (live) in London for … .
When I came home at 6, my sister was speaking over the telephone. It is 7 o’clock now and the phone is still busy. She (speak) for … . What a chatterbox!
The performance began at 7.30. My friend hasn’t come yet. It is 8 o’clock now. She already (be) one our late.
The traffic is too heavy. We left the office at 3 and planned to arrive at our country house at 4. But it is 4.30 now and we still (drive) there. We are nervous and angry.
She sat near the window in the morning. It is afternoon now. So she (sit) and (do) nothing since … .
Ex 5 Make up the dialogues following the model using the words given below,
How often do these buses run?
Every 20 minutes, I think.
We’ve been waiting here much longer.
Maybe we’ve been standing in the wrong place.
- how long /take/ drive
- one hour
- longer
- wrong highway
- how long / plan / talk over the telephone
- five minutes
- longer
- keep track of the time
c) - what / speed limit / highway
- 50 mph
- faster
- watch the speedometer
d) - how often / trams / run
- 15 minutes
- longer
- wrong corner
Ex 6 Translate the sentences into Russian paying attention to the usage of the Present Perfect Present Perfect Continuous – Past Perfect Continuous.
When I looked out of the window, it had been raining.
He has been running this firm for more than five years.
We haven’t heard from him lately.
They have been building this bridge for a very long time.
I have known her since childhood.
We had been discussing our plans for two hours already when she came.
She has been teaching English since she graduated from the University.
Where have you been? I’m all cold. I have been waiting for you for 40 minutes.
When Alice came back from the beach, she looked very red from the sun. She had been lying in the sun for several hours.
I’ve been looking forward to meeting him since I heard about his new project. It’s fantastic!
What have you opened all the windows for? The weather is nasty today.
How long have you been using your car?
She has made a terrible mistake, she is suffering from it now.
When I arrived, John was angry with me because I was late again and he had been waiting for a very long time.
Ex 7:
Read the dialogue.
Read one of the parts and supply the other part from your memory.
Act the whole dialogue from memory.
Continue the dialogue
Make up a story based on the dialogue.
Ann: Where have you been? I’ve been waiting for you very long.
Ted: How long have you been waiting?
Ann: I’ve been waiting for about an hour. I’ve been waiting since 12 o’clock.
What have you been doing.
Ted: I’ve been sleeping.
Ann: And I’ve been standing here! I have been standing in the rain.
I’ve been getting cold.
Ted: I’m sorry. I’ve been feeling so tired. I’ve been meaning to phone you.
Ann: …..
Ted:
…..
Ex 8 Translate into English using the Present Continuous, the Present Perfect or the Present Perfect Continuous.
a) - Как ты себя чувствуешь?
- Не очень хорошо. Мне уже несколько дней нездоровится.
b) – Где ты была? Я пытался найти тебя весь день
- Я была у подруги.
- А я все время искал тебя!
- Я думала позвонить тебе.
- Почему же ты не позвонила?
- Я забыла дома записную книжку с номером твоего телефона.
c) - У тебя есть сейчас свободное время?
- Да, а что?
- Я хочу, чтобы ты познакомился с Mr. Barnard. Я очень давно хочу Вас
познакомить друг с другом.
- Какая удача! Я тоже давно мечтаю о встрече с ним.
d) - Кто тот человек на углу?
- Я никогда не видел его раньше.
- Я тоже. Почему же он машет нам рукой.
- Может быть, он пытается спросить нас о чем-нибудь.
Ex 9 Open the brackets putting the verbs in the Past Indefinite and Past Perfect.
They (to complete) all the preparation for the party by 6 o’clock.
We (to stay) at the station for the night because we (to miss) the last train.
After the doctor (to examine) the sick child he (to have) a talk with his mother.
Hardly he (to see) her he (to feel) that he (to fall) in love with her.
He (to look) healthier than on the day we first (to meet).
We (to drive) out of town by the same highway as we (to enter).
When they (to come) to the bus station they (to find out) that their bus already (to go).
The rain already (to stop) when we (to get) off the tram and (to walk) home.
The clock hardly (to strike) two when the children (to rush) out on the playground.
Mary (to drive) half the way home when she (to discover) that she (to leave) he keys in the office.
Ex 10 Open the brackets using the proper tense forms.
And then Edward suddenly (stiffen) and (go) cold all over. This (be) not his car. It (be) very like it, yes. But by a thousand small signs Edward (realize) that it (be) not his car. Edward (remember) that there (be) another car standing some little distance away. He (not notice) it particularly at the time. He (return) from his walk by a different path from that by which he (go) down into the hollow. This second path (bring) him out on the road immediately behind, as he (think), his own car. It must really have been the other one. In about ten minutes he (be) once more at the spot where he (half). But there was now no car at all by the roadside.
(A. Christie)
Ex 11 Open the brackets putting the infinitive in the Future Perfect.
By this week-end I (to finish) to write my composition.
He (to reach) home before the rain starts.
How many new English words you (to learn) by the end of the term?
Don’t go there now. You’ll be too late. By the time you get there everybody (to go) home.
By the next time I see you, I (to graduate) from the University.
We have been married for a long time. By our next anniversary, we (to be) married for 30 years.
This traffic is terrible. We are going to be late. By the time we get to the railway station, Ann’s train already (to leave).
I (to be) old by the time you propose me.
Has your mother fallen ill? Don’t worry, by the time you get home from the office, I (to send) for the doctor.
I’m afraid by the moment this boring interview is over, everybody (to leave) the hall.
Ex 12 Put the verbs in brackets in the proper tense form (Active)
We (not to be able) to start the experiment before we (to obtain) the necessary data.
He (to solve) the cross-word puzzle for half an hour and he (to say) he (to be) about to finish it as he (to think) over the last word.
He (to tell) me he (to wait) for me for some time already.
They soon (to move) to a new cottage. I’m afraid it (to be) rather far from us.
We (to arrive) at the station a few minutes late. The train (to go)!
My favourite sport (to be) jogging. I (to run) my 4 miles every morning and that (to be) enough to keep me fit.
You (to find) already the necessary material or you still (to look) through the books? You (to look) through them long?
- I (to hear) you (to leave) for France.
- Yes, I (to dream) of such a trip since my childhood.
I (not to go) on the excursion as I (to be) already there.
The tourists (to pack) up and (to leave) the hotel, but then one of them suddenly (to remember) that he (to forget) to take his ticket which (to lie) on the table.
- You already (to see) the new film?
- Yes, I (to see) it yesterday. It (to make) a deep impression on me.
I (to know) at first it (to be) not easy for me to get along with her parents. But I (to try) for I (to have) no choice.
Ex13. Translate into English using the Passive Voice
1. Ему сообщили все эти сведения перед тем, как он уехал. 2. Все письма будут написаны к 3 часам дня. 3. Преступник еще не пойман полицией. 4. Вас предупредили. 5. Когда я вернулась в свой родной город, театр, почти сгоревший при пожаре, все еще строился. 6. Все вопросы уже решены, не так ли? 7. Много совместных предприятий было открыто в последнее время. 8. Экзамен будет сдан студентами к началу сессии, досрочно. 9. Нас спросили, почему все вопросы не были обсуждены до начала заседания. 10. Раньше его никогда не видели на улице без трости.11. За этого кандидата уже проголосовало большинство избирателей. 12. На ваш вопрос еще не ответили?
Ex 14 Change the following sentences into Indirect Speech following the examples. Notice the changes in the pronouns.
I. Indirect Statements.
Tom said, I haven’t got my driving license yet.
|
Tom said (that) he hadn’t got his driving license yet.
|
She said, “We are going to the theatre”.
|
She said (that) they were going to the theatre
|
Peter said, “I hope to pass all the exams with excellent grades”.
Ann said, “I have never visited New York”
The bus conductor said, “I am not going to repeat my question”.
Jack said, “My sister was speaking over the telephone when I came home. So I couldn’t call you on time”.
The teacher told me, “You didn’t write your essay properly”.
My friend told me, “We have plenty of time to prepare for the exam”.
Henry said to me, “I didn’t want to disturb you”.
II. Indirect Requests and Commands.
The bus conductor said to the passengers, “Don’t open the window”.
|
The bus conductor ordered the passengers not to open the windows.
|
The teacher said to the students, “Correct all your mistakes”.
|
The teacher asked the students correct all their mistakes.
|
I said to my friend, “Meet me after the classes, please”.
The teacher said to her little pupils, “Don’t run across the street”.
The doctor said to the patient, “Stay in bed for three days”.
I said to Ann, “Don’t look at me angrily”.
The conductor said to Jim, “Don’t smoke in this carriage”.
Mother said to little Tommy, “Go to bed immediately”.
He said to me, “Read all the instructions attentively”.
III. Indirect General Questions.
Example:
The teacher asked the pupils, “Are you ready for the lesson?”
|
The teacher asked the pupils whether they were ready for the lesson.
|
Tom asked Mary, “Did you travel alone?”
|
Tom asked Mary if she had travelled alone
|
He asked Jack, “Do you smoke?”
Ann asked me, “Can you drive a car?”
Mr. Johnson asked, “Did you mail that letter for me?”
The teacher asked Peter’s mother, “Has Peter fallen ill?”
Mother asked Henry, “Are you going to help me?”
I asked Tom, “Will you give me your dictionary?”
My friend asked me, “Have you ever visited a picture gallery?”
IV. Indirect Special Questions.
The teacher asked Mary, “Why were you absent yesterday?”
|
The teacher asked Mary why she had been absent the day before.
|
I asked him, “How are you? How is your wife?”
|
I asked him how he was and how his wife was.
|
Bob asked me, “Where does Jack live?”
Ann asked Henry, “Why do you smoke so much?”
Mother asked the children, “Who can help me in the garden?”
The students asked the teacher, “What marks did we get for our last composition?”
Father asked me, “What are you going to do tonight?”
The doctor asked the sick man, “How long have you been ill?”
I asked the teacher, “What does this word mean?”
Ex 15 Open the brackets putting the verbs in the proper tense forms.
I (to have) an unusual experience yesterday. I (to be) downtown and (to decide) to stop at the bank to see Alice Brown. I (to think) she (may) have time to go to lunch with me. When I (to get) to the bank, they (to tell) me she just (to step) out for a few minutes. I (to ask) them if she (to be) back by 11.30, and they (to say) yes. I (to have) some time, so I (to decide) to wait for her. I (to say), “I (to be going) to wait for Alice, if you (not to mind)”. And then I (to walk) over to some chairs by the windows and (to sit) down. I (to decide) to watch the front door because I (to know) she (to come) in that way. I (to wait) but she (not to come) through the door. Finally, I (to decide) not to wait any longer. It (to be) 12.30 and I (to be sure) that she (not to be) back until after lunch. I (to get) up and suddenly somebody (to call) my name. I (to turn) around and (to see) Alice. I (to tell) her that I (not to see) her come in I (to say), “I (to know) you (to come) back any minute, so I (to watch) the door”. Then she (to tell) me she (not to go) anywhere. When I (to say) that someone (to tell) me she (to step) out of the bank for a few minutes, she (to tell) me she (not to leave) her office all morning.
Ex 16 Retell the following dialogues in indirect speech.
N 1.
Susan: What were you doing between 8.00 and 8.30 last night? I tried to call you.
Alice: Oh, was that, you? I heard the telephone ring.
Susan: Why didn’t you answer it?
Alice: Because I was in the bathtub.
Susan: I was calling to tell you about the earthquake.
Alice: You’re kidding! Was there an earthquake last night?
Susan: No, but I thought there was. All of a sudden, there was a loud noise and I felt
the whole house shake.
Alice: What was it?
Susan: It was just a big jet going over – a 747, I guess.
N 2.
Tommy: I don’t want to go to school today, Mom.
Mother: That’s nothing new!
Tommy: Why don’t you call the Principal? Tell her I can’t come to school today.
Mother: I can’t do that, Tommy.
Tommy: Tell her I’m getting a bad cold and our doctor thinks I should stay in bed.
Mother: I’m not going to tell a lie like that. I’m ashamed of you, Tommy!
N 3.
A: Are you waiting for the bus?
B: Yes.
A: Today’s a holiday, you know, I don’t think many buses are running today.
B: Oh, I think they are running all right. They’re just slow.
A: I think you’re going to have to wait here a long time.
B: Well, we’ll see … .
Ex 17 Put the following into Indirect Speech.
“What do you mean?” – he asked.
“Will you go to London next week?” – she asked her friend.
“Don’t tell me a lie” – mother asked her son.
“You are late as usual” – she said angrily to Tom.
“Why did you travel first class?” – I asked her.
“Have you been waiting for me long?” – she asked Bob.
“You have made a bad mistake” – the teacher said to a student.
“Do you always pass your exams with excellent marks?” – she asked me unbelievingly.
“Where were you yesterday? I was calling you all evening” – he asked his friend.
“Can I do something for you?” – an old man asked a crying boy in the street.
“Please wait for me at the corner, Richard,” – she asked.
“Don’t come home so late, Nick”, - mother asked.
“What else did you see?” – the policeman asked me.
“Leave the classroom at once”, - the teacher asked the pupil.
Ex 18:
Translate into English
Convert into direct speech. Make all the necessary changes.
Он нам сказал, что достал билеты .
Она сказала, что очень занята и давно не была в театре.
Мы сказали, что вернемся через час.
Она говорила, что не может понять, почему мы переменили решение.
Она сказала, что не знает, когда он уезжает.
Он нам говорил, что каждый день занимается в Публичной библиотеке.
Она меня спросила, где я живу.
Он спросил меня, читала ли я Диккенса в оригинале или в переводе.
Мы ему сказали, чтобы он нас не ждал.
Секретарь сказал, чтобы мы позвонили завтра.
Учитель сказал, что никак не ожидал такого ответа на свой вопрос.
Она спросила, почему никто не сообщил ей эту новость раньше.
Доктор сказал им, чтобы они не будили больного ребенка.
Она спросила, понимаю ли я то, что происходит.
Я спросила сестру, почему она не позвонила мне вчера.
Мама спросила меня, как я сдал экзамен.
Ex 19. Translate into English
Я никогда не забуду того, что они для меня сделали.
Я знал, что она сейчас готовится к экзаменам, и мне не хотелось беспокоить ее.
Студент не знал, что означает это слово и попросил разрешения взять словарь.
Мэри сказала, что уже получила водительские права и сейчас ездит на работу каждый день на машине.
Он сказал, что вернет деньги на следующей неделе.
Сосед спросил меня, где я жил раньше.
Она сказала, что думает, что завтра не будет дождя и мы поедем за город.
Анна знала, что обычно Елена встает в 6.30 утра.
Он не знал, что его ждут и поэтому не спешил.
Мне сказали, что вы уже больше не возвращаете книги в институтскую библиотеку.
Она сказала, что не сделает этого ни при каких обстоятельствах.
Он спросил, что мы сделали с тех пор, как начали работать над этой проблемой.
Я пообещал, что я расскажу ей обо всем после ее выздоровления.
Линда знала, что Феникс – столица штата Аризона.
Тед был уверен в том, что уже встречал эту девушку раньше и не сомневался, что они
SPEECH EXERCISES
Ex. I Study the models and speak about your studies:
1. When do you go to the University? What do you do there?
Lectures/ classes start
There is a five minute break
We have a lunch hour
Lectures/classes are over
We have English
We study math
We have seminars
We take tests
We have exams
|
at ... o’clock
on Mondays
three times a week
once a month
twice a year
during the class
in history
|
2. How do you get to the University? How much time does it take you?
I get to the University
It takes me
|
by bus
by subway/underground
by train
on foot, or walk
by car, or drive
an hour
fifteen minutes
|
3. Are you doing well at school?
I am doing well
She’s doing badly this term
He is always good at math
|
and attend all lectures
though I am always late for my classes
because she is missing a lot
but English is rather difficult for him
and never plays truant
|
4. Was it difficult to enter the University?-
Not in the least! I entered the University in 1996.
I would’t say so.
Certainly. It was rather difficult.
On the contrary.
For me, it was quite easy.
to be a high school student
to finish school
to serve in the Army
to move to St.Petersburg
topass entrance exams
to take entrance exams
to pay for my education
to enter our College
to graduate from the University
|
in 1998.
last year.
two year ago.
when I was 17.
but never graduated.
|
5. How did you get on in your exams?
As a rule
Fortunately
I was lucky
Unfortunately
She was unlucky
|
We take four or five exams
I passed all the exams
I got a high mark in physics
he failed math
she received a poor mark in history
|
Ex 2 Learn some useful phrases expressing polite request:
I would like to clear up a few points with you.
Do you mind if I ask you some questions?
Do you mind ny asking you some questions?
|
Go ahead.
I’ll try to do my best to help you.
Not at all.
I’ll be glad to help you.
I don’t mind
|
Could you explain something to me?
Will you explain something to me, please?
|
Certainly.
With pleasure.
By all means.
|
Study the patterns and speak:
1. = abbriviations in the time-schedule -
= LAB, LEC, SEM, MIDTERMS, FINALS
Eg. = Could you explain some abbriviations to me?-Certainly.
= What does LAB mean? or What does LAB stand for?
= It means Laboratory class where students work with computers or do some research.
2. Make sentences according to the pattern:
take exams -
When we are taking our exams
|
I’m calm.
I’m very nervous.
I’m a bit worried.
I’m frightened to death.
I feel tired.
|
translate English; speak to the Dean; defend thesis; make a speech; date a girl; do some research; listen to our professor.
.
Ex3 Check yourself in doing the translation
:
EDUCATION: EAST AND WEST
I = Interviewer
S = Susan
I: Hello, Susan, and thank you for agreeing to talk to us.
S: My pleasure.
I- Correct me if I’m wrong, but you have taught in many countries, as far as I know. What’s your opinion of the British educational system. I mean, I comparison to Japan, for example? You spent a long time in Japan, didn’t you?
S: Yes, I did. I’ve always been rather irritated by the bad press the Japanese system gets in the West. You know what I mean ... it’s supposed to be unbearably strict and rigid. My opinion is quite the reverse.
I:- So, it isn’t true then? I’ve always thought...
S:- From my experience it seems the British ... and the American model as well, has done with intellectual ambitions. At least, that has been the case until recently. In fact, I think it’s reasonable to say that education in this country is moving towards the Japanese model. I think it’s necessary to outline the Japanese system.
I:- Yes, please.
S:- First and foremost, it’s extremely competitive. The basis of the system is a series of competitive examinations. At the end of primary school all children sit exams which determine whether the child will go to an academic school if he passes, or something like technical school if he fails. Whereas in Britain, it’s popular to give students the time to develop. The argument goes that a child’s future shouldn’t be decided at such an early age.
I:- What about the subjects they study ... is there any difference?
S:- Yes, a big difference. Japanese pupils study subjects like mathematics, physics, chemistry, languages...they study these subjects in much greater numbers than British or American pupils. There is far more choice of subjects in these countries and children are often encouraged to take subjects that interest them. Unfortunately, children go for the easy options ... result? A tremendous waste of potential. The whole system in Britain and America is based on the idea of making school as painless as possible. And no competitiveness. Instead, children are encouraged to help each other ... to learn cooperatively. But again with disappointing results. So much time is wasted with children sitting round tables doing basically what they want to, while the teacher runs around trying to keep order. Children know what’s expected of them in Japan. Success or failure depends on exams. Children know they have to work hard to pass them. They can focus on exams. They are the only thing that matter.
I:- You said earlier the Japanese system is very strict. Doesn’t this only put even more pressure on children?
S:- Yes, the system is very rigid. But once again, there are good reasons for that. In fact, it’s lack of discipline in British and American schools that puts pressure on children. I recently heard that one in six children in American schools carry guns or knives. Is that the kind of education system people want? Children benefit emotionally from a strict discipline. It gives them a sense of order, of stability.
I:- Yes, that’s an interesting point. Finally, what about the standard of teaching? Teachers in the West always seem to be in the firing line. Is that the case in Japan?
S:- No, quite the opposite. Teachers are held in great respect in Japan. Teachers generally have degrees in the subject they teach, unlike in the West where more emphasis is placed on how to teach. You see, it’s a vicious circle.
|
Ж.- Здравствуйте, Сюзен. Благодарю Вас за то, что Вы согласились поговорить с нами.
С.- Мне это доставит уовольствие.
Ж.- Поправьте меня, если я окажусь неправ, но, насколько я знаю, Вы преподавали во многих странах. Что Вы думаете о британской системе образования? По сравнению, скажем, с японской, например. Вы ведь долгое время находились в Японии?
С.-Да. И меня всегда раздражало негативное отношение Запада к японской образовательной системе. Вы понимаете, что я имею в виду... принято считать, что она является невыносимо строгой и жесткой. Я придерживаюсь совершенно противоположного мения.
Ж.- В таком случае, это неверно? Я всегда считал, что ...
С.- Как показывает мой опыт, британская ... да и американская модель образования, уже покончили с интеллектуальными амбициями. По крайней мере, так было до недавнего времени. На самом деле, я считаю вполне резонным предположение о том, что система образования в нашей стране стремится к подражанию японской модели. Я думаю, необходимо рассказать в общих чертах о японской системе образования.
Ж.- Да, пожалуйста.
С.- Первое и самое главное - оно является чрезвычайно конкурсным. В основе этой системы лежит ряд конкурсных экзаменов. Заканчивая начальную школу, все ученики сдают экзамены, которые определят, будет ли ребенок учиться дальше в академической школе, если он успешно сдает экзамен, или в техникуме, если он не сдает экзамен. В Британии же принято давать ученикам время для развития, объясняя это тем, что нельзя решать будущее ребенка в таком раннем возрасте.
Ж.- А что Вы можете сказать о предметах, которые они изучают? Есть ли какое-либо различие?
С.- Да, и очень большое. Японские ученики изучают такие предметы, как математика, физика, химия, иностранные языки... они изучают гораздо больше предметов, чем британские или американские ученики. В наших странах выбор предметов гораздо больше, и детей часто поощряют выбирать те предметы, которые их интересуют. К сожалению, дети стремятся выбирать наиболее легкие... результат? Огромные потери потенциала. В основе всей системы образования в Британии и Америке лежит идея о том, чтобы сделать школу как можно более безболезненной. И никакой конкурентности. Наоборот, детей поощряют помогать друг другу ... учиться в коллективе. И опять -результаты неутешительны. Столько времени потрачено зря, когда дети сидят за столами и делают практически что хотят, в то время как учитель ходит по классу, пытаясь навести порядок. В Японии дети знают, чего от них ждут. Их удачи и провалы зависят от экзаменов. Дети знают, что им нужно много работать, чтобы сдать их. Они могут сосредоточиться на экзаменах. Это единственное, что имеет значение.
Ж.- Ранее Вы сказали, что японская система - очень строгая. Не оказывает ли это еще большее давление на детей?
С.- Да, система очень жесткая. Но я снова поворю - на это есть свои причины. На самом деле, как раз отсутствие дисциплины в британских и американских школах оказывает давление на детей. Недавно я слышала, что каждый шестой американский школьник носит с собой оружие или нож. Неужели такую систему образования хотят иметь люди? При строгой дисиплине дети выигрывают эмоционально. Она дает им чувство порядка, стабильности.
Ж.- Да, интересная точка зрения. И наконец, что можно сказать об уровне преподавания? Кажется, что на Западе учителя всегда находятся на линии огня. Так ли это в Японии?
С.- Нет, совсем наоборот. В Японии учителей очень уважают. Обычно учителя имеют ученую степень по тому предмету, который они преподают, в отличие от Запада, где больше внимания уделяют тому, как учить. Порочный круг, как Вы сами видите.
|
Render the texts
Text 1
ПЕРВЫЕ ДНИ В УНИВЕРСИТЕТЕ
Программа подготовки специалистов с высшим образованием любого американского колледжа или университета направлена на приобретение студентами достаточно разносторонних знаний с уделением основного внимания так называемому “основному предмету специализации”. Специализация заключается в выборе курсов, которые студент считает главными для получения степени и которые лежат в основе его/ее обучения. После определения специализации студент посещает множество учебных занятий в выбранной области как на младших (первые два года), так и на старших (последующие два года) курсах.
Иностранцу может показаться странным, что в США студенты начинают обучение по программе, предусматривающей присвоение степени бакалавра, еще не зная, какую область они изберут основным предметом своей специализации. В Америке это считается вполне нормальным явлением. Первые два года студенты обычно проходят целый ряд курсов по самым разным предметам. В результате даже студенты, указавшие или выбравшие основную область специализации еще в период поступления в вуз, впоследствии нередко меняют ее на более для них интересную. Курсовые работы и зачеты, сдаваемые в течение этого периода “общего обучения”, учитываются при присуждении степени. Обычно студенту надлежит окончательно выбрать основную область своей будущей специализации к концу второго года обучения.
При поступлении в университет или колледж студенту выделяют “консультанта по учебным вопросам”, который одновременно является членом профессорско-преподавательского состава данного университета. Он/она помогает студенту выбрать необходимые учебные занятия и составить индивидуальный план учебной программы, а также будет контролировать ее выполнение. При этом никто не запрещает студенту обращаться за советом к другим преподавателям данного вуза.. Иными словами, если вам необходима помощь, вы сами должны найти ее, пользуясь тем или иным источником, имеющимся в распоряжении данного учебного заведения.
В аспирантуре обучение приобретает узко специализированный характер. Большая часть времени уделяется той области, в которой аспиранту будет присвоена степень. При этом сохраняется определенная возможность получения знаний по другим дисциплинам, интересующим аспиранта.
Большинство американских колледжей и университетов имеют ориентационные (вводные) программы для новых студентов, призванные ознакомить их с университетом, его кампусом, а также с населенным пунктом, в котором расположен данный университет. Ориентационные программы дают возможность встретиться и установить контакты с другими иностранными и американскими студентами, преподавателями и местными жителями. Студентам предоставляется информация о действующих в их колледже или университете правилах внутреннего распорядка, таких как процедуры регистрации или назначения консультантов по учебным вопросам. Во многих колледжах и университетах существуют специальные вводные программы для иностранных учащихся, дающие им такие же сведения, как и американским студентам-новичкам, но и дополнительно информацию и рекомендации по другим вопросам, имеющим большое значение для иностранных студентов.
|
Скачать 3.55 Mb.