Учебное пособие English ad Verbum
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Part one 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 higher-educational 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 baccalaureate 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 license in France. Basic differences, however, distinguish these two countries' systems. French educational districts, called academies, 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 ecoles, which provide advanced professional and technical 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 baccalaureate. The various grandes ecoles 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 license. 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 ecoles 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. 6. Match the following words and word combinations. Use them in the sentences of your own 1) entrance requirement 1) обычное разрешение 2) philosophical concepts 2) большинство преподавателей 3) majority of professors 3)вступительные требования 4) influential countries 4) философские понятия 5) pass the examination 5) быть ответственным за 6) ordinary licence 6) влиятельные страны 7) elect from within 7) сдать экзамен 8) to be in charge of 8) избирать из числа 7.All Students A do TASK I together TASK I. Make up different kinds of questions the answers to which will cover the content of the text. Let your group mate answer them. TASK II. Look through the Text . Pick out from the text key words, write them down. Write down an associative chain to the key words TASK III. Draw the graph using the chosen key words and associations TASK IV. Using the graph retell the Text to Student B Vocabulary to Text 2. striking – удивительный сomplicated – сложный to secure – получать, доставлять to acquire – приобретать, получать to combine – совмещать undergraduate – студент supervision – надзор honour – отличие minority – меньшинство postgraduate – аспирант to ensure – обеспечивать provision – обеспечение credit – зачет to assess – оценивать grade – степень, отметка, класс to pursue – продолжать wholesale – опт(ом) Text 2. Part two 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 baccalaureate) by taking examinations in various subjects and receiving passing marks in them. The greater the number of “advanced level” passes, rather than “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 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. 8. Match the following words and word combinations. Use them in the sentences of your own. 1) corresponding to 1) продвинутый уровень 2) take examination 2) в соответствии с 3) advanced level 3) финансовая поддержка 4) nationwide assumption 4) переходной курс 5) substantial number 5) сдавать экзамен 6) financial support 6) всеобщее предположение 7) “pass” courses 7) существенное число 9.All Students B do TASK I together TASK I. Make up different kinds of questions the answers to which will cover the content of the text. Let your group mate answer them TASK II. Look through the Text . Pick out from the text key words, write them down. Write down an associative chain to the key words (see Appendix) TASK III. Draw the graph using the chosen key words and associations TASK IV. Using the graph retell the Text to Student A 10*. Translate the following questions into English, then answer them 1. Каковы основные требования для поступления в вузы? 2. Когда появились первые институты? 3. Надо ли платить за обучение во Франции, Германии? 4. Какие существуют отличия в образовательной системе Франции и Германии? 5. Почему студенты предпочитают учиться в Париже, если существует однородность учебных планов в вузах Франции? 6. Могут ли студенты Германии учиться сразу в нескольких университетах? 7.Какая страна первой признала важность университетов в исследовательской работе? 8. Студенты какого учебного заведения должны получить GCE и чему он приравнивается во Франции? 9. Какие уровни в обучении существуют в Великобритании? 10.Назовите существенные отличия образовательной системы Европы и Америки. 11. Какие типы школ есть в Англии? 12. Все ли дети ходят в государственные школы? 13. Когда молодые люди начинают выбирать себе профессию в нашей стране? 11. Speak for or against: a)European system of education; b)American system of education; c) Russian system of education 12. Discuss advantages and disadvantages of bachelor's degree, master's degree 13. Discuss the problem of higher education a. Discuss advantages (and disadvantages, if any) of American secondary education; b. Compare Russian and American school systems. Point out similarities and differences. DIALOGUES Study the vocabulary to be at the point of doing –собираться сделать что-либо to be enrolled –быть зачисленным to drop out – отсеивать academic and vocational subjects – академические и профессиональные предметы finish their education at high school – завершить образование средней школой to spend one’s youth studying – отдать молодость учебе to be with – быть солидарным to come to think of – задумываться anxiety – filled тревожный applying to university – поступление в университет can’t help feeling distressed – не мочь не чувствовать себя угнетенным dreaded essay – жуткое сочинение notification letters – уведомительные письма recommendation letters – характеристики, рекомендательные письма Dialogue 1 Read and dramatize the dialogue Jack. Tell me, Brian, what is it like to be a university student in the US? Your university system is known to be unique, isn’t it? Brian Schulz. I think it is, and our secondary education system too, which is quite unlike yours. J. And what’s unique about it? B.S. At the age of 6 or 7 children go to elementary school, which includes grades I to 5, then at the age of 12 — to middle school — grades 6, 7 and 8 and finally to high school — grades 9, 10, 11, and 12. Harry Clarke. And many young people finish their education at high school. The thing is, it provides not only academic but vocational subjects as well. I’ve chosen to work after finishing school. Cecily. Oh, have you? To tell the truth, I am at the point of doing that myself. But my parents won’t be happy about it, I am afraid. They insist on my staying at school and going to college. Bert. All the same I’m convinced that it’s better to spend one’s youth studying. A. I’m with you there. But when I come to think of the long anxiety-filled process of applying to university I can’t help feeling distressed. B.S. You definitely shouldn’t. You never know what you can do till you try. True, applying to college is one of the most distressing times in the life of high school seniors but you must face it if you want to compete successfully in the working world. H. Ask Brian, he knows all about it. He was enrolled to Georgetown University last year and is a freshman now, aren’t you, Brian? B.S. It all began at the end of my third year of high school with the Scholastic Aptitude Test, or SAT. A. Is it the same kind of thing as the examinations for General Certificate of Secondary Education in Britain? B. Not exactly. This is a multiple choice test given on the same day across the nation. It is 3 hours long and has several sections that test math, verbal and reasoning skills. Frank. So you work hard to get good scores, the higher the better? B.S. Yes. SAT scores range from 400 to 1600, with scores over 1000 considered good. Most colleges require a good score for entry. J. Well, What if a college rejects you? B.S. You can apply to as many colleges at a time as you like. In fact it’s much easier to enroll at University than to study there. Rona. Do you mean that there is no competition for admission at all? B.S. For some prestigious and private colleges it is intense. But some public universities accept almost all applicants. It is in the course of study that nearly 50 per cent of the students drop out. R. Did you have to pass examinations? B.S. I had to complete the application forms. They are several pages long and ask a lot: what types of classes I took in high school, my hobbies and extracurricular activities, my family background and why I want to attend this college. Irene. What else did you have to do? B.S. Then I had to write the dreaded essay, some 200-1000 words in response to two questions, something like: If you could change one fact of human development what would it be and why? U. You had to present recommendation letters instead, didn’t you? B.S. Oh, quite a few of them, telling what kind of person I had been in class and outside of school. Gloria. Quite a lot of requirements, isn’t it? I hope those were the last. B. Not in the least. Some colleges also require a personal interview. They like to hear you speak, to see how you act under pressure, and how you present yourself as a person. G. When did you find out whether you had been accepted by the college? B.S. In April. Admission committees review all the papers and pick the best candidates for their school by February or March. Then they send notification letters to the applicants. I. Did you get many of them? B.S. I’ve heard from all the universities I had applied to. I had been accepted to eight, rejected by one, and put on the waiting list for one. A. Good for you. That sounds encouraging. Perhaps I should try to apply to some professional college in the US. Dialogue 2. Read the following dialogue and learn it by heart |