yrFuF49rHw

If you get a place at University, the tuition is free, and some students also get a … Students at university are called … while they are studying for their first degree.

Most university courses … three years, some courses last four years, and one or two courses, e.g. medicine, maybe even longer. During this period students can say that they are … history, or studying for a degree in history, for example. When they finish the course and pass their examinations, they receive … This can be a … or a …

When you complete your first degree, you are a … Some students then go on to do a second course or degree. These students are then … There are usually three possible degrees: Master of Arts or Master of Science (usually one year), Master of Philosophy (usually two years) and Doctor of Philosophy (at least three years).

Exercise 41

Listening. Track 4. BBC Learning English, 6 min English “Is student life all good?”

Leaving home to start life at university is an exciting time for many young people but very challenging for some. Alice and Neil discuss the psychological pressures of making this big transition.

What is “This week’s question”?

_______________________________? Is it…

a)_________?

b)_________?

c)_________?

You can hear the right answer at the end of the programme. What are the definitions of the Vocabulary items?

through rose-tinted spectacles out of your comfort zone counselling

homesick stress balancing act

look after yourself budgeting stressed

Exercise 42

Render the following text in English:

Итон и Винчестер

Основанный в 1941 году, Итон всегда был ближе к королевскому двору, чем другие публичные школы. Пост директора Итона до ныне принято считать вершиной учебной карьеры.

50

Вот уже пять с лишним веков Итон воспитывает людей, считающих своим призванием стоять у руля власти. Из этой школы вышло 18 премьерминистров.

Благодаря высокой плате за обучение, а также щедрым денежным пожертвованиям от своих бывших питомцев, Итон располагает средствами, чтобы нанимать лучших преподавателей. Стало быть, такое учебное заведение доступно лишь для избранных, и наиболее привлекательно для этих немногих. Надо ли удивляться, что 2/3 питомцев составляют сыновья бывших выпускников. Эта публичная школа больше, чем другие, напоминает наследственный клуб для политических деятелей. В её традициях развивать и воспитывать профессиональный интерес к политике.

Если Итон – самое-самое династическое из всех частных учебных заведений, то Винчестеру свойственно большое внимание отбору по способностям. Там строже и сложнее вступительные экзамены. Зато студентами Оксфорда и Кембриджа становятся потом вдвое больше процент выпускников Винчестера, чем Итона.

Мечтая о «подобающей школе», обивая пороги Итона или Винчестера, английский отец или мать думают, прежде всего, не о том, чему их отпрыск выучится на уроках, не о классическом образовании, сулящем сравнительно мало практической пользы. Они думают о воздействии, какое окажет публичная школа на характер ребёнка, о манере поведения, что останется с ним до конца дней, как и особый выговор, который можно выработать лишь в ранние юношеские годы. Они думают о друзьях, которых обретёт их ребёнок, и о том, как они помогут ему в дальнейшем.

Exercise 43

1. Read the text.

A teacher’s main responsibility is to teach

Teaching brings many rewards and satisfactions, but it is a demanding, exhausting, and sometimes frustrating job. It is hard to do well unless you enjoy doing it. Teachers who do enjoy their wok will show this in their classroom behavior. They will come to class prepared for the day’s lessons and will present lessons in a way that suggests interest and excitement in promotion learning. When students do achieve success, the teacher shares in their joy.

The teachers’ job involves many roles besides that of instructing students. At times, a teacher serves as a parent surrogate, entertainer, psychotherapist, and record keeper, among other things. All of these are necessary aspects of the teachers’ role. However, they are subordinate to, and in support of, the major role of teaching.

Some teacher’s become more concerned with mothering or entertaining students than with teaching them. In these classes, much of the day is spent in reading stories, playing games, singing and listening to records. Such teacher’s

51

do not like to spend much time teaching the curriculum and feel they must apologize to children or bribe them when lessons are conducted. These teachers are meeting their own needs, not those of the students. By the end of the year, the pupils will have acquired negative attitude toward the school curriculum, and they will have failed to achieve near their potential.

The teacher’s is in the classroom to instinct. This involves more than just giving demonstrations or presenting learning experiences. Instruction also means giving additional help to those who are having difficulty, diagnosing the sources of their problems, and providing remedial assistance. For the teacher we see that it means finding satisfaction in the progress of slower students as well as brighter ones. If teacher’s method of handling students who finish quickly is to assign them more of the same kind of exercises, students will learn to work more slowly or hid the fact that they have finished. Teachers would do much better to assign alternate activities of the students’ choice or to allow them to move on to more challenging problems of a similar type.

Another important indicator is the way teacher’s respond to right and wrong answer. When teachers have the appropriate attitude, they accept either type of response for the information it gives about the student. They become neither overly elated about correct answers nor overly disappointed about incorrect answers. They use questions as a way to stimulate thought and to acquire information about a student’s progress.

Although praise and encouragement are important, they should not interfere with basic teaching goals. If a teacher responds with overly dramatic praise every time a student answers a simple question, the class will likely be distracted from the content of the lesson. A better strategy is to follow a simple correct answer with simple feedback to acknowledge that it is correct. Criticism, of course, should be omitted. In general, the teacher’s behaviour during question- and-answer sessions should say, “We’re going to discuss and deepen our understanding of the material,” “We’re going to find out who knows the material and who doesn’t.”

2. Translate into English:

1.Преподавание приносит много удовлетворения, но в то же самое время это очень требовательный и изнурительный труд.

2.Трудно выполнять эту работу хорошо, если она вам не нравится.

3.Основная обязанность учителя – научить детей, хотя многие учителя забывают об этом и больше развлекают детей, чем учат их.

4.На уроке учитель выполняет много ролей: роль родителя, психотерапевта и многие другие.

5.Такие учителя не любят тратить время на объяснение необходимого материала.

6.Когда они ведут урок, они как будто постоянно подкупают детей.

52

7.Обучение означает дополнительную помощь тем, у кого трудности, выявление источников этих проблем.

8.Хороший учитель должен получать удовлетворение не только от работы с сильными учениками, но и со слабыми.

9.Если учитель будет давать ученикам однотипные задания, то те будут выполнять работу медленнее.

10.Если ученик хорошо выполняет задание, то учителю не следует чрезмерно показывать своё ликование, и наоборот, если ученик плохо отвечает, то не следует слишком расстраиваться.

11.Хотя, похвала и одобрение очень важны.

3. Retell the text using the plan:

–The teacher’s job involves many roles…

–Some teacher’s become more concerned with mothering or entertaining students…

–Instruction involves more than just going demonstrations or presenting learning experiences…

–The way teacher’s respond to right and wrong answer…

–Praise and encouragement shouldn’t interfere with basic teaching

goals…

Exercise 44

1. Read the text.

Ideal Teacher: What is he like?

Few of those engaged in training teachers would conceive of a teacher who would be ideal for all and any teaching circumstances. The art and craft of teaching is so diverse that no such paragon would be likely to exist. What is possible, however, is to conceive of an ideal which is redefined in terms of the particular kinds of teaching situations the teacher actually proposes to engage in. Such an “ideal” teacher would possess personal qualities, technical abilities and professional understanding of the following kinds:

1.Personal qualities. These include both inherent qualities and other qualities acquired through experience, education, or training. Equally, it is obvious that the teacher must be intelligent, have a non-discouraging personality, and display emotional maturity. Among the acquired qualities are to be included a wide experience of life, an adequate level of personal education and sufficient command of the subject he is teaching.

2.Technical abilities. These are of three kinds: first ability to discern and assess the progress and difficulties of his pupils, an unhesitating control of the teaching in his class so as to maximize the role of learning; secondly a fluent and responsive grasp of classroom skills and techniques; and thirdly a “creative familiarity” with the syllabus and materials being used in his classes.

53

3. Professional understanding. This refers to a sense of perspective that sees the teacher’s own particular task in relation to all types of teaching situations, to an awareness of trends and developments in methods of teaching, and to an acceptance that it is in his professional duty to go on improving his professional effectiveness throughout his career.

4. Translate into English:

1.Каким вы себе представляете идеального учителя?

2.Идеальный учитель должен обладать огромным количеством разных качеств.

3.Не существует какого-либо образца ремесла и искусства преподавания.

4.Врождённые качества очень важны.

5.Учителю необходимо быть творческим, образованным, энергичным, тактичным и, конечно же, терпеливым.

6.Учитель должен знать предмет как свои пять пальцев.

7.Хорошее владение предмета – необходимо.

8.Ученики любознательны, они многое хотят узнать от учителя.

9.Учитель должен обладать способностью, вовремя распознать трудности учеников.

Exercise 45

Role Play. “A Talk in the Living-Room”

Setting: The Richardsons’ house.

Situation: A group of students gather at Richardsons’ on their vacations.

They used to be classmates once. Now they are all students of different colleges and universities. In the evening they are sitting in the living-room near the fireplace and speak about their college life, sharing experiences.

54

Characters:

Card I–II – Sarah and Terry Richardson. They have invited everyone to their house. They are a sister and brother and go to a technical college. Sarah hates it and Terry loves it.

Card III–IV – Dora and Laura. Two medical school students. They have just had their professional experience in a hospital and compare studies and real life.

Card V – Harry, a student of the chemical faculty at the university. He failed to pass his exams in spring and is going to take them in autumn.

Card VI – Barbara, a student of the French department of the faculty of foreign languages at a university. She has won a personal grant for success in studies.

Card VII–VIII – Barry and Jerry, two friends who do economics at the university. Both are enthusiastic learners and like to speak about their future speciality.

Card IX – Flora, a student of an art school. She likes her drawing classes but does not like any of her other subjects.

Card X–XI – Clarry and Nora, students of a music school. In school years they used to be friends because they played in a school orchestra. They are thinking of creating a pop-group of their own.

Card XII – Lany. He was expelled from the faculty of Maths for missing classes and is dreaming of getting back.

WRITING

Exercise 1

Prepare to write a dictation. Learn the spelling of the words and phrases in bold type from Introductory Reading and the words from topical vocabulary.

Exercise 2

Write an essay on one of the following topics.

1.Our College Life Needs Changes.

2.Some Advice for College Students.

3.Why (Psychology/Sociology/...) Is So Popular with Students.

4.I Would Put Myself in the Group of (Diligent/Lazy/...) Students.

5.Education Reform. To Be or Not to Be?

Exercise 3

The world is changing, and many people feel that college will have to change to keep up. Make a list of the ways college may be different in response to these changes in the year 2025. Use these ideas to write a letter from a student in the year 2025, telling a grandparent about his or her first day at college. Begin it like this:

55

IV. LIVE AND LEARN

1.Work in pairs and discuss the following:

What kind of things might the people in each photo be learning? Why?

What might the difficulties be while studying? What things might give them enjoyment?

How important for learning is it to continue throughout life? Why/Why not? What aims of education are the most important? Make a list.

Which school subjects or activities help with achieving the above aims?

2.Listening. Track 5. (Upstream Advanced, p. 165)

– Listen to three people talking about what they used to like and dislike about school and put the correct letters in the spaces provided.

–Which of the following phrases did you hear in the recording? a) What I hated most…

b) What used to make me angry was… c) The depressing thing about it was… d) The worst thing about…

e) My favourite was…

f) I knew I was in fir a treat when…

g) Sometimes I got really fed up with… h) I was at my happiest when…

–Work in pairs and discuss what you used to like and dislike about your early schooling.

3. Paraphrase the following quotations. Do you agree with them? Discuss in pairs:

‘Education is a progressive discovery of our own ignorance’.

Will Durant (US historian)

Education makes people easy to lead but difficult to drive; easy to govern but impossible to enslave.

Henry Peter (Scottish politician)

56

4. Reading:

– What part do the following play in motivating people to excel in education? desire for professional success

desire for personal achievement pressure from family/friends/employers

– Rank the following according to how necessary you think they are in order to do well at university:

discipline competitive spirit

understanding what is expected of you organizational skills

perseverance intelligence morale

– Read the passage. Which of the above does the author mention? What other things helped him succeed?

HOW I GOT MY FIRST-CLASS DEGREE

What does it take to graduate from university with a first?

Mark Mc Ardle, first-class degree holder from the University of Lancaster, tells how he did it.

“Don’t spend too much time at the student lounge, do turn up for most lectures and tutorials and do submit all course work – eventually”. That? I was told by a PhD student during fresher’s week, was all I needed to do to get a 2:2. For a 2:1, I’d require a better attendance record and have to work harder, but not at the expense of being cut off from civilisation. And for a First I would have to become some sort of social outcast, go to every lecture and tutorial (scribbling notes madly), spend every waking moment immersed in academic books, and be among the last to be thrown out of the university library at 10pm closing time.

Well, I didn’t give up my life for study. I didn’t attend every lecture and tutorial. I didn’t write down every word spoken at lectures. I didn’t get 80% or more in every essay, project, test or exam. I was usually behind with my reading and occasionally mystified by the syllabus. Sometimes I couldn’t be bothered to go to university and stayed at home instead. But I always knew where I was, what I had to do, and what not to bother with. And I always worked hard on the things that counted: assignments and exams.

Getting a degree is about learning, but isn’t just about learning biology, history, English or whatever. It’s about understanding what you need to succeed – what, in fact, the university wants from you and what you will get in return. You have to have a feel for education market and really sell your inspirations. What does the lecture want? What is the essay marker searching for? Some students try to offer something not wanted. Others want to give very

57

little – they steal the thoughts of others and submit them as their own. But they all want to be rewarded. Exchange, but don’t steal, and you’ll get a degree.

I saw lecturers as customers who fell into two broad categories. There were those for whom lecturing was an unwelcome interruption to their research work. After all, we were students what did we know? I would deliberately pitch my essays to this kind of academic so that my opinions appeared more as evidence that I had read and understood the key contributions to the debate, rather than as an attempt to pull down monuments. The other type of academic were those who enjoyed teaching and discussing new ideas. They wanted more. They wanted something different, inspirational, iconoclastic. I would present my arguments to show that I had done my reading and understood the key concepts, but I would also try to add something more to the issue rather than rake over familiar ground. Essentially, it was a case of working out what was wanted and then delivering it. I can’t state exactly how successful this tactic was, except to say that I sold more essays than I had returned as faulty.

I could guarantee every book on my reading list was out on long loan from the university library within five seconds of the list being issued. This was worrying at first, but I quickly learned that it was impossible to read all of the books on an average reading list anyway. I sought shortcuts. Collections of selected readings or journal articles were excellent sources that often saved me the bother of reading the original texts. References in books dragged me all over the place but, with all the courses I had to do, there wasn’t enough time to be dragged too far. I would flick though the book, read the introduction, note my summaries, look at diagrams, skim the index, and read my conclusions. I plucked out what was needed and made my escape.

I revised my discarding subject areas I could not face revising: reading, compiling notes; and then condensing them onto one or two sheets of A4 for each subject area. Leading up to the exam, I would concentrate on just the condensed notes and rely on my memory to drag out the detail behind them when the time came. I didn’t practice writing exam questions, although it was recommended. I prefer to be spontaneous and open-minded. I don’t want pre-formed conclusions filling my mind.

And not should you; there is no secret to getting a First – this just an account on how I got my First. Be a happy student by striking the right balance between working and enjoying yourself. Take what you do seriously and do your best. And no matter what you do, don’t forget to appreciate every day of your university studies: it is one of the greatest periods of your life.

Language culture

University degree classifications in the UK: First class

Upper second (2:1) Lower second (2:2) Third class (3)

58

– For questions 1–7, choose the best answer (A, B, C or D).

1.The PhD student who spoke to the writer

A)exaggerated the need to work hard.

B)thought the writer would get a First.

C)succeeded in scaring the writer.

D)was uncertain how to help the writer.

2.According to the writer, an important factor in success at university is

A)the ability to understand the market.

B)acquaintance with lecturers and markers.

C)clever use of other people’s ideas.

D)an understanding of what was required.

3.In the third paragraph, the writer warns against

A)trying to second-guess lecturers.

B)expecting to be rewarded.

C)plagiarism in essays and exams.

D)offering money to academic staff.

4.In his relationship with his lecturers, the writer tried to

A)show them that he would make a good salesman.

B)do his work in a style which matched their expectations.

C)always have some new ideas to impress them with.

D)never upset them by submitting ground-breaking work.

5.How did the writer cope with long lists of required reading?

A)He ignored them.

B)He wrote his own.

C)He was selective.

D)He summarized them.

6.Why did the writer not practise writing exam questions?

A)He was advised not to.

B)He thought the practice was rather boring.

C)He wanted to answer exam questions critically.

D)He thought it might prejudice staff against him.

7.The writer concludes by advising students to

A)follow his recipe for success.

B)make the most of being the student.

C)concentrate on passing exams.

D)aim for the first at all costs.

– Match the underlined words in the passage with their synonyms below:

crucial / search quickly / rejecting / general / bewildered / adsorbed / understanding of / discussion

– Work in pairs and discuss the following:

1.How similar/different is your method of study to that of the writer?

2.Are there things about the way you study which you would like to change or improve? Think about: being organised, being more focused, managing your time.

59