Part2_испр. Учебное пособие для студентов гуманитарных специальностей уровня Intermediate Под редакцией Г. Н. Земляникиной
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| Education | compulsory , free of charge , primary , secondary , higher , specialist higher , part-time , full-time , single-sex , coeducation, provide |
| Academic staff | rector, dean (dean’s office), professor, university teacher/ lecturer, principal lecturer, senior lecturer, tutor. |
| Student | first-year / Am. freshman, second-year / Am. sophomore, full-time, part-time , at Oxford University, undergraduate, graduate, postgraduate |
| Qualifications | BA (Bachelor of Art), BSc (Bachelor of Science), MSc (Master of Science), PhD (Doctor of Philosophy). |
| Subjects | Science, Social Science, Information Technologies (IT), Humanities, Law, Business Studies, Politics, Psychology, Economics, Engineering, Sociology |
| A university teacher may | give/do a lecture (in), hold a seminar (in), give practical instructions, assess students, pick on students, make students stay behind after school, take a break |
| A student may | attend classes, miss classes, skip classes, take/do/sit an exam (in), pass/ do well in an exam, fail an exam, resit an exam, study for an exam, revise for an exam, get a degree, go on to postgraduate studies, do/carry out research (into traffic pollution), do/study History, graduate in History, cheat in a test, copy from someone else, meet the deadline for a report, take notes, underline in read, get a grant. |
Everyday English
Presentations
Exercise 3. Read the following expressions and learn them by heart.
Introducing
The purpose of the presentation is …
My main objectives are …
I’m going to talk about …
My talk is called …
Outlining
I’ve divided my presentation into three parts/sections.
First I’ll talk about …
Secondly/I’ll then go on to …
Lastly/Last of all I want to look at …
I’ll take any questions at the end of my talk.
If you have any questions that can’t wait feel free to interrupt me.
Body and changing the topic
OK. To begin with let’s look at …
Now I’d like to turn to …
The next point I’d like to raise is …
Let’s move on now to …
What we’ve got to pay attention to now is …
Closing
Let me sum up/Let’s recap.
First, we looked at…
Secondly, I explained why …
Finally, I have given you …
I think that covers everything.
Thanks for listening.
If you have any questions, I’ll do my best to answer them.
Vocabulary Activities
Exercise 4. Fill the gaps in the text with a suitable word.
| In Britain 95% of children attend (1) … schools, rather than private schools. Most schools in England and Wales are (2) … but some areas have single-sex schools. Children start (3) … school at the age of five, and move to a secondary school when they are 11. (Some areas have selective secondary schools, but most schools are (4) … schools.) The National (5) … defines what all (6) … have to learn, but the (7) … of each school organizes the (8) … and decides which members of (9) … teach each class. At the age of 16 all children take their GCSE (10) … in a numberof different (11) … GCSE (12) … begin in Year 10 – the children choose which ones they will take two years before the exam. Some subjects, like English and Maths are (13) … but others like art or history are (14) … . Some students leave school at 16, but about 50% stay on in the (15) … or attend a college to do two or three A levels. About 25% go on to (16) … education at a (17) … or college when they are (18) … or older. | | co-educational comprehensive compulsory courses curriculum eighteen exams head teacher higher optional primary pupils sixth form staff subjects state timetable university |
Exercise 5. What do we call:
1) someone who teaches at college or university; 2) someone responsible for teaching a small group of students; 3) someone with a highest academic position; 4) the most important person in your university; 5) the most important person in your department; 6) someone in the same class as yourself; 7) a student studying for the first degree; 8) a student studying for the second degree; 9) a student who has completed the first degree; 10) the study of one subject in great depth and detail; 11) the qualification you get from university; 12) the money some students get if they get a place at university.
Exercise 6. Complete these definitions of subjects people can study at British universities.
1) the study of the human mind and people’s behavior ; 2) the study of how buildings are designed and constructed; 3) the study of activities of government; 4) the study of theories about existence, knowledge and thought; 5) the study of the way money and goods are produced and used; 6) the design and building of machines, roads and bridges; 7) the study of how to treat illnesses and injuries; 8) the study of farming: producing crops and keeping animals; 9) the study of the rules of a country; 10) the study of the way society is organized.
Exercise 7. Write the abbreviations in full. Look at the example first.
Example: MPhil stands for Master of Philosophy.
1) BA stands for … . 2) BSc stands for … . 3) MA stands for … . 4) PhD stands for … .
Exercise 8. Replace the underlined verbs with different verbs that have the same meaning.
1) Who is giving the lecture today? 2) Did she receive a grant for her course? 3) Is it more difficult to obtain a place at university? 4) You have to pass exams before you can enter university. 5) He’s studying physics, I think. 6) I think they are carrying out some research into the cause of asthma. 7) I didn’t take any notes in the lecture yesterday. 8) The course goes on for three weeks.
Exercise 9. Complete the text with appropriate verbs in the correct form.
When he was eight, my brother’s main ambition in life was to (1) … to university. He was very hard-working and fortunately he (2) … all his exams. In fact, he got such high marks that he managed to (3) … a place at a very good university, where he decided to (4) … biology. The course (5) … three years, and at the end he (6) … a very good degree. As a result, he got the chance to (7) … on to postgraduate studies, and he is now (8) … research at Bristol University. He was very lucky to (9) … a grant for the first years which helped to (10) … the cost of university life, but now he’s got a loan. It will take him a long time to pay it back.
Exercise 10. Fill the gaps. The first letter is given.
1) I failed my exam first time round, so I’m going to r… it next month.
2) I’ve got to d… an exam next week, so I’ll be r… every evening till then.
| 3) | Ben: | Hi, did you p… your geography exam? |
| | Lorna: | Yeah, I did quite well in fact, I got 76%. |
| | Ben: | Oh, well done! SO they give you a per cent? I thought they gave g… |
| | Lorna: | Yeah, they gave you both. Mine was an “A”. So how about you? |
| | Ben: | Well, we don’t have exams, we have c… a…, so you just have to do course work, and you get a m… for each essay. |
Ed: Don’t tell anyone, but I was out till 3.30 the night before, so I just stayed in bed all day long.
5) I d… well in my exams. I was pleased, and so were my parents.
Exercise 11. Complete each sentence with the words from the list. Use each word once only.
| cheat concentrate memorize pay revise copy divide pass punish underline |
1) Our teachers used to … us by making us stay behind after school. 2) The teacher saw Jerry trying to … in the test. 3) Try to … the most important rules. 4) It is difficult to … attention in a noisy classroom. 5) Pauline tried her best to … the end of year examinations. 6) Your work is the same as Harry’s. Did you … his work? 7) You mind is wandering! You must … more! 8) Helen decided to … all her work at the end of every week. 9) It’s a good idea to … important parts of the book in red. 10) If you … twenty seven by nine, the answer is three.
Exercise 12. Put the story in the correct order.
1) Mary was a very bright and gifted girl. 2) She got a place at university to do law. 3) She decided to do postgraduate work. 4) She got into grammar school and did well in all subjects. 5) She graduated from university with a first-class degree. 6) When she was at school she was especially keen on history. 7) Now she is doing research into international law. 8) In the sixth form she studied A-levels to get into university. 9) After finishing her BA, she took a year off.
Now tell your classmates about your own educational experience.
Exercise 13. Answer the questions. Summarize your answers.
1) a) What do you major in? b) Why did you decide to take this course? c) Were your entrance requirements demanding? How many entrance exams did you take? d) Did you do well in all your exams?
2) a) Why did you choose this university? b) What sort of education does it provide? c) Does it provide both full-time and part-time education? d) How many departments are there in your university? e) What do think of the academic staff? f) Does the university offer great career opportunities?
3) a) What subjects do you do in your department? b) Which of them are the easiest/the most difficult/the most important/the most interesting? c) Do you do well in all subjects? d) What are the usual methods of assessment? e) What do you like/dislike about your curriculum? If you were planning your curriculum, how would you change it?
4) a) How long does your academic year run for? b) Do you have a summer session? c) How many exams do you take during your examination periods? d) How long do your examination periods run for? e) When do you usually start revising for your exams? f) Have you ever failed your exams? Did you resit them? g) Have you ever cheated in your exam? Did the teacher see you?
5) a) How many classes do you usually have a week? b) What do you like/dislike about your time-table? c) Do you attend all your lectures and seminars? d) Do you sometimes skip your classes? e) Do you often do tests? f) Have you ever cheated in your test? g) Do you often copy from someone else?
6) a) What do you think about your future prospects? Do they look good? b) Do you think you’ll get a degree and start a career or are you going to study for the second degree? c) Are you going to do postgraduate work after finishing your BA? If so what area would you like to do your research in?
Communication Activities
Exercise 14. Think of the problems you might have at university. How do you solve them? Now look through the two conversations. What problems are the students talking about? How are they going to sort out the problems?
Dialogue 1.
W: I’m having a terrible time in my Russian class. The mid-term test scores have been posted, and I failed dismally.
M: Oh, I could help you in math or chemistry, but not in foreign languages.
W: I’m just at my wits’ end.
M: Why don’t you get a tutor?
W: A tutor?
M: Yeah, in the Student Service Center, they have lists of people who are willing to teach subjects they understand very well.
W: Do you think there would be anyone who could help me with my Russian?
M: Why not? There might be a Russian exchange student or a graduate student in the Russian department who needs spare cash.
W: Is it very expensive?
M: It doesn’t cost at all.
W: But you just said that a student who needs money …
M: I mean it doesn’t cost you anything at all. The Student Service Center pays their tutors from some grant they get.
W: Wow! Maybe there’s hope for me after all. Thanks for the information.
Dialogue 2.
W: What are you going to do this summer?
M: I’m singing up for Geology 306.
W: You mean you’re taking summer classes?
M: Yeah. I don’t carry a heavy load during the year so that I can hold down a part-time job. Then I take a summer class or two to make up for it.
W: Sounds good, but I don’t think I could stand taking classes year round.
M: Hmm. I’m looking forward to my geology class. We’re taking a two-week field trip out to Copper Mountain where we’ll be collecting fossils and mapping the strata. Then we’ll return to campus to do lab work on the field trips.
W: What other classes have you taken during the summer session?
M: Well. I got university credit for digging on an archeological site last year.
W: Where was it? In Egypt?
M: No. In Colorado. It was a buffalo-kill site. You know, one where the early Americans drove the animals off a cliff.
W: What did you find of interest?
M: Lots of broken stone tools used for butchering the buffalo.
W: Gosh. I think I might consider taking some summer classes.
Read the dialogues several times. Trade the roles.
Exercise 15. University students might often need to give a presentation (e.g. at a students’ conference, in a seminar, etc.). What makes a successful presentation? Put the following in order of importance.
1) Structure. 2) Speaker. 3) Visuals. 4) Contents. 5) Delivery. 6) Timing.
Exercise 16. Tick the piece of advice about a successful presentation you agree with.
1) Find out as much as possible about the audience. 2) Introduce yourself and your subject. 3) Use a joke carefully. 4) Outline the structure of your talk. 5) Vary the tone of your voice. 6) Use clear visual aids. 7) Refer to your notes as often as possible. 8) Summarize the main problems. 9) Try to memorize the first five sentences of your talk. 10) Rehearse your presentation with a friend. 11) Say whether people should ask questions. 12) Write notes on sheets of paper, not on cards. 13) Plan the contents and structure of your talk. 14) Write a complete text of your presentation
Exercise 17. Here are the reasons for helpful advice you have chosen in ex. 16. Match the reason to a piece of advice.
1) If you drop your cards on the floor you are in trouble. 2) It will help you to keep control of the audience and avoid people interrupting you if you don’t want them to. 3) It will help you to follow the logic of what you are going to say. 4) It will make you feel at ease at the beginning when you may be nervous. 5) It will help you to adjust the contents of you talk so it is suitable (not too easy or too difficult). 6) It will reassure people that they are at the right place and are provided a focus for the beginning of your talk. 7) It will contribute to the audience’s interest and help the audience to follow you. 8) They’ll be able to tell you if anything is wrong before the presentation.
Exercise 18. Lectures and seminars the students attend may also be considered as an example of a presentation. Unfortunately the lessons may not always be good. Suppose your new university teacher was giving his/her first lecture. He/She doesn’t follow the usual tips for successful presentations and irritates the students. Match the students’ reactions to the tips in ex. 16. the lecturer doesn’t follow.
1) This is no time for jokes. 2) Is he still on the introduction or is he on the main part? 3) He is talking to us as if we were schoolchildren. 4) His slides contain too much information! All those boring figures! 5) Who is this guy anyway? 6) I’m falling asleep. He is talking in the same tone all the time. 7) He seems to be reading a prepared text.
Exercise 19. Look through the text “Further and Higher Education in the UK” (ex. 20) and complete the following report.
Good morning everyone! Thanks for coming to my presentation. My name is Helen Smith. I’m a second year student at Oxford University. My objective today is to tell you about the basic features of the British higher education.
First of all I’ll tell you about entrance requirements at British Universities.
Secondly, I want to look at qualifications obtained from universities. I’ll then go on to the difference between universities and specialized institutions of higher learning.
And last of all I’m going to talk about some acute problems of British higher education. My report will take around 10 minutes. If you have any questions I’ll be happy to answer them at the end of my talk.
OK. To begin with lets look at the entrance requirements at British universities. As you can see…
***
Right. Let’s move on now to the second section of my report – the qualifications obtained from British universities…
***
What we’ve got to pay attention to now is the difference between universities and specialized institutions of higher learning…
***
And finally I’d like to turn to the most important point: problems of the British higher education…
***
So, let’s recap. Firstly I’ve given you … . Secondly we’ve analyzed …, and last but by no means least I’ve looked at … . That brings me to the end of my presentation. Are there any questions?
Exercise 20. This time you are going to prepare a talk on the basic features of the US undergraduate education (see ex. 23). Think about the contents and structure of your talk and don’t forget about the helpful tips. Good luck!
Reading
Pre-reading task
Exercise 21. What do you already know about educational opportunities for the British students who completed the course of a secondary school? Read the following text and make notes of the major peculiarities of the system in Britain. Compare them with the ones in your country. What is different? What is in common?
Text 1
FURTHER AND HIGHER EDUCATION
At the age of sixteen people are free to leave school if they want to. With Britain's newfound enthusiasm for continuing education (and because there are not enough unskilled jobs to go round), far fewer sixteen-year-olds go straight out and look for a job than used to. About a third of them still take this option, however. Most do not find employment immediately and many take part in training schemes which involve on-the-job training combined with part-time college courses.
There has been a great increase in educational opportunities for people at this age or older in the last quarter of the twentieth century. About half of those who stay in full-time education will have to leave their school, either because it does not have the sixth form or because it does not teach the desired subjects, and go to a Sixth-form College, or College of Further Education. An increasing number do vocational training courses for particular jobs and careers. Recent governments have been keen to increase the availability of this type of course and its prestige (which used to be comparatively low).
In England and Wales for those who stay in education and study conventional academic subjects, there is more specialization than there is in most other countries. Typically, a pupil spends a whole two years studying just three subjects, usually related ones, in preparation for taking A-level exams.
The independence of Britain’s educational institutions is most noticeable in universities. They make their own choices of who to accept on their courses. There is no right of entry to university for anybody. Universities normally select students on the basis of A-level results and an interview. Those with better exam grades are more likely to be accepted. But in principle there is nothing to stop a university accepting a student who has no A-levels at all and conversely, a student with top grades in several A-levels is not guaranteed a place.
In addition there are a large number of specialist higher education institutions in the realm of the performing and visual arts. For example, there are four leading conservatories: the Royal Academy of Music, the Royal College of Music, Trinity College of Music and the Royal Northern College of Music. There are a large number of art colleges, of which the most famous is the Royal College of Art, where both Henry Moore and David Hockney once studied. Other colleges cater for dance, film-making and other specialist areas of artistic study.
The qualification obtained from a university is called ‘a degree’. Other qualifications obtained after secondary education are usually called “certificate” or “diploma”. Students studying for a first degree are called undergraduates. When they have been awarded a degree, they are known as graduates. Most people get honours degrees, awarded in different classes. These are:
Class I (known as “a first”)
Class II, I (“a 2,1” or “an upper second”)
Class II, II (“a 2,2” or “a lower second”)
Class III (“a third”)
A student who is below one of these gets a pass degree (i.e. not an honours degree).
Bachelor’s Degree: The general name for a first degree, most commonly а ВA (= Bachelor of Arts) or BSc (= Bachelor of Science).
Master’s Degree: The general name for a second (postgraduate) degree, most commonly an MA or MSc. At Scottish universities, however, these titles are used for first degrees.
Doctorate: The highest academic qualification. This usually (but not everywhere) carries the title PhD (= Doctor of Philosophy). The time taken to complete a doctorate varies, but it is generally expected to involve three years of more-or-less full-time study.
One effort of the traditional British emphasis on academic learning as opposed to practical training can be seen in the way that people gain qualifications for certain professions. In many cases this has not traditionally been done within universities. Instead, people go to specialized institutions which are separate from any university. You can study architecture at university, but most architects have learnt their profession at a separate School of Architecture. You can study law at university but this alone does not qualify you to be a lawyer. You cannot get a teacher’s qualification by doing an ordinary university course – most teachers get theirs at teacher training colleges.
The availability of higher education has increased greatly in the second half of the twentieth century. Nevertheless, finding a university place is not easy. Universities only take the better students. Because of this, and also because of the relatively high degree of personal supervision of students which the low ratio of students to staff allows, nearly all university students complete their studies – and in a very short time too! In England, Wales and Northern Ireland, it is only for modern languages and certain vocational studies that students take more than three years. In Scotland, four years is the norm for most subjects.
Another reason for the low drop-out rate is that “full-time” really means full-time. A large proportion of students live “on campus”, (or, in Oxford and Cambridge, “in college”) or in rooms nearby, which tends to mean that the student is surrounded by a university atmosphere.
However, the expansion of higher education is putting a strain on these characteristics. More students means more expense for the state. The government’s response has been to abolish the student grant which, at one time, covered most of a student’s expenses during the thirty-week teaching year. On top of that, most students have to pay fees. As a result, many more students cannot afford to live away from home. In addition, more than a third of students now have part-time jobs, which means that they cannot spend so much time on their studies. A further result of increased numbers of students without a corresponding increase in budgets is that the student/staff ratio has been getting higher. All of these developments threaten to reduce the traditionally high quality of British university education. They also threaten to reduce its availability to students from low-income families.
Comprehensive Check
Exercise 22. Answer the questions
1) What types of schools do people who wish to stay in education usually go to? 2) What opportunities do these schools offer? 3) What is special about entrance requirements at British universities? 4) Are there equal opportunities for everybody to enter a university? 5) What qualifications do students usually obtain from a university? 6) Where else can the British obtain higher education? 7) What is the difference between universities and specialist higher education institutions? 8) What are the major problems of higher education in Britain?
What do you think?
1) Is there any textual evidence that elitism is the major problem of the British education system? Do you have the same problem in your country? 2) Compare what you believe to be the strengths and weaknesses of British higher education with your own.
Exercise 23. Read the following text. What does the author mean by “undergraduate education”? Make a comparative list of peculiarities of the American system with the ones in the UK and in your country.
Text 2
UNDERGRADUATE EDUCATION
American colleges and universities vary a great deal in size. Some colleges have student bodies of just a few hundred, while some state universities serve more than 100,000 students on several different campuses. At smaller schools, students generally get to know their classmates and professors better and are less likely to feel lonely and confused. Larger schools offer a greater selection of courses and more activities to attend and participate in. When selecting a college, the student must considerer which type of environment best suits his or her needs.
There are two main categories of institutions of higher learning: public and private. All schools get money from tuition and from private contributors. However, public schools are supported primarily by the state they’re located in. On the other hand, private schools do not receive state funding. As a result, tuition is generally lower at public schools, especially for permanent residents of that state.
Schools can also be grouped by the types of programs and degrees they offer. The three major groups are community colleges, four-year colleges, and universities. Community colleges offer only the first two years of undergraduate studies (the fresh man and sophomore years). The number of these schools has grown very rapidly in the past 40 years. Today there are about 1,300, and they serve about 5 million students (about 55% of all college freshmen). Most common colleges are public schools, supported by local and/or state funds. They serve two general types of students: (a) those taking the last two years of college before transferring to a four-year school for their third and fourth (junior and senior) years; and (b) those enrolled in one or two-year job training programs. Community colleges offer technical training in many areas, such as health service, office skills, computer science, drafting, police work, and automotive repair.
Newcomers to the USA often ask: “Exactly what is the difference between a college and a university?” Some assume that the difference is merely one of size, but it is much more than that. A university is bigger than a college because the scope of its programs is much greater. A university offers a wider range of undergraduate programs and also offers graduate studies. Part of the responsibility of a university is to encourage its faculty and its graduate students to do research that will advance human knowledge. Colleges, on the other hand, are primarily undergraduate schools with no commitment to train students for research.
Many excellent colleges are liberal art schools, which means that they offer studies in the humanities, languages, mathematics, social sciences, and sciences. Liberal art colleges generally do not offer degrees in engineering, business, journalism, education, and many other specific vocations that a student can train for at a university. However, students at a liberal arts college (like college students elsewhere) still major in a specific area of knowledge.
Some colleges specialize in training students for one particular occupation (as agricultural colleges and teacher’ colleges do). Many specialized undergraduate institutions that are not called colleges also provide higher education in one specific occupation – for example, conservatories for music students, seminaries for students of religion, and fine arts schools for artists. For those wishing to prepare for military careers, the United States government maintains four special academies.
At the college level, the academic year is about nine months long (usually from September until early June or from late August until May). After comprising four academic years with acceptable grades in an approved course of study, the student earns a bachelor’s degree. Some students complete college in less than four years by attending summer sessions. At most colleges, the academic year is divided into either two or three terms, excluding the summer session. College grades, from highest to lowest, run A, B, C, D, and F, where F is a failing grade. If a student receives an F in a particular course he or she does not get credit for having taken the course. College students must maintain at least a low C average in order to remain in school.
Comprehension Check
Exercise 24. Answer the questions.
1) What is the student’s choice of undergraduate education institutions influenced by? 2) What are the two major principles which determine the division of undergraduate schools? 3) Is undergraduate education free of charge? 4) What is the difference between public and private institutions? 5) What is special about community colleges? What types of programs do they offer? 6) How long does the course in community colleges run for? 7) What is the difference between a four-year college and a university? 8) Where can students get specialized undergraduate education? 9) How long does the academic year in a four-year college run for? What is special about it? 10) What qualifications do students obtain when completing a college course? 11) What are the usual methods of assessment in a four-year college?
What do you think?
1) What is good/bad about undergraduate education in the USA in your opinion? 2) If you were to improve the education system in your country which features of US undergraduate education would you take? 3) Which of the two systems: American or British most appeal to you? Why?
Comprehension
Exercise 25. Translate into English.
1) Моя подруга – студентка второго курса Ульяновского государственного педагогического университета. Это одно из старейших высших учебных заведений нашего города, где работает высококвалифицированный преподавательский состав. Университет – одно из немногих учебных заведений, которые предоставляют бесплатное образование.
В университете имеются как очная, так и заочная формы обучения. Моя подруга – студентка очного отделения факультета иностранных языков. Ее специальность – английский и немецкий языки. Студенты этого факультета изучают много разных предметов: это общественные, гуманитарные и специальные дисциплины. Курс обучения рассчитан на пять лет.
Моя подруга лучшая студентка в группе. Она редко пропускает занятия и всегда хорошо сдает экзамены. По окончании университета она собирается заняться научной работой и поступать в аспирантуру.
2) Система образования в Великобритании мало чем отличается от большинства других европейских стран и имеет три основных этапа: начальное образование, всеобщее обязательное среднее образование, и продолжают свое образование британцы в колледжах и университетах.
Британские дети поступают в начальную школу в возрасте 5 лет. В 11 лет они идут в среднюю общеобразовательную школу, по окончании которой в возрасте около 16 лет они сдают экзамен на аттестат о среднем образовании. После этого большая часть британцев продолжает свое обучение в так называемом ‘sixth-form’ колледже, где в течение 2 лет они готовятся к поступлению в высшие учебные заведения. Как правило, в колледжах они изучают только те предметы, которые необходимы для сдачи экзамена уровня А.
Следующим этапом будет их поступление в университеты или колледжи высшего образования. Обычно университеты принимают студентов по результатам экзамена уровня “А” и персонального собеседования. Особое значение в университетах уделяется академическим предметам. Курс обучения рассчитан на 3-4 года. По окончании университета студенты получают степень бакалавра. Однако академического образования недостаточно, чтобы работать в таких сферах, как, например, юриспруденция или медицина. Поэтому, чтобы овладеть профессией врача или адвоката, нужно окончить специальные высшие учебные заведения.
В последние время в британской системе высшего образования произошли большие изменения. Рост числа студентов означал увеличение расходов правительства. Поэтому во многих вузах была отменена стипендия. Более того, в настоящее время многие студенты вынуждены платить за обучение. Увеличилось число студентов на одного преподавателя. Это значительно повлияло на качество обучения и ограничило возможность получения высшего образования для выходцев из семей с низкими доходами.
Exercise 26. Write a composition on “Higher Education in Russia. Pros and Cons.”