THE SCHOOL CURRICULUM and ACADEMIC PROGRAMS
THE SCHOOL CURRICULUM. We see the curriculum in terms of what the children and teachers do and what they learn from this, so we talk about experience and understanding. We aim to provide that the children will learn and for the ideas and information they will encounter . We teach to develop the children's language through both their experience and a stimulating environment, so that they learn to speak fluently, accurately and with confidence, to read, write and spell, to listen and to think imaginatively, to question and discuss. We work to engender a love of books and a desire to read for pleasure and information.
ACADEMIC PROGRAMS. The academic programs differ greatly in various universities. Students may concentrate in any academic departments and must take a special number of compulsory courses. However, they may simultaneously be involved in one or more interdepartmental programs. Students are free in selecting all courses available, which gives them a considerable flexibility in creating their own academic programs. Thus, there are no two identical undergraduate careers, especially in prestigious universities.
Nowadays, most college programs are in the form of what is called liberal arts. The emphasis in liberal arts education is placed on literacy in science, appreciation of arts, the development of critical thinking, and an understanding of our own and other cultures. It is aimed at giving the students a broad-based education. This means that over four years students take courses in history and humanities, social and political science, economics and psychology, natural science and mathematics, and even fine arts (music, sculpture, painting). Such liberal education provides an enormous advantage in fierce competition for entrance to the job market or professional and graduate schools, for many employers nowadays look for young people with analytic, problem-solving, and interpersonal skills, broad knowledge background and flexibility of mind complemented by the ability to learn and adjust to changes.
The tuition fees alone are rather high (ranging from $10,000 for an academic year at Harvard or Yale to under $1,000 at small public institutions). However, colleges are eager to help needy students who are able and highly motivated with scholarships, loans, as well as special programs (e.g. work-study programs, financial assistance programs) that are provided by the states and federal governments. In addition, an ever-increasing number of students hold jobs besides studying. These part-time jobs may be either “on campus*” (in the dormitories, cafeterias, services, in research and teaching), or “off campus” (with local firms, in offices, etc.). In this way, for example, more than half of all students at Stanford University earn a significant part of their college expenses during the school year, and the average scholarship is $4,500 per year. Thus, any student who really wants to can finance his education.
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Most universities require mid-semester and final (end-of-semester) examinations. They are usually written. Mid-terms are given during class time, finals are held during the last week of the semester, each lasts three hours. Students may have two finals a day, which means six hours of writing. For classes like history, literature, or even science there are essay questions; for math there are problems to solve. Since it takes time for teachers to grade such written exams, students receive their grades in the mail a month, or two later. It is possible, as a great many students have learned, to “flunk out” of the university, that is to be asked to leave because of poor grades. So, many students who have scholarships must maintain a certain grade average to keep their scholarships.
Vocabulary
encounter = (зд.) to meet
engender – вызыват
academic - учебный, академический, университетский;
to differ - различать(ся), отличаться;
various - различный;
number - число, количество;
compulsory - обязательный;
simultaneously - одновременно;
to be involved (in) - участвовать (в);
inter-departamental - межфакультетский;
available - доступный, в наличии;
considerable - значительный;
flexibility - гибкость;
to create - создавать, составлять;
thus - таким образом;
identical - идентичный, подобный, похожий;
liberal - свободный;
emphasis - основное внимание;
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literacy - грамотность;
appreciacion - оценивание; здесь;: умение разбираться (в);
development - развитие;
broad - широкий, свободный;
fine arts - изящные искусства;
to provide - обеспечивать, предоставлять;
enormous - огромный;
advantage - преимущество;
fierce - суровый, жестокий, беспощадный;
competition - конкуренция;
entrance - вступление; поступление; вхождение;
employer - работодатель;
to look for - искать;
problem-solving - решение проблем;
interpersonal - межличносный;
skills - умения; навыки;
background - образование, опыт;
to complement - дополнять;
ability - способность;
to adjust (to) - приспосабливаться (к);
to range (from...to...) - варьировать (от... до...);
to be eager - желать, хотеть;
needy - нуждающийся;
scholarship - стипендия;
loan - займ;
as well as - а также;
state - штат;
government - правительство;
in addition - кроме того; в дополнение (к);
ever-increasing - все возрастающий;
part-time job - работа с неполным рабочим днем; частичная занятость;
campus - студгородок;
dormitory - амер. общежитие;
research - научно-исследовательская работа, исследование;
to earn - зарабатывать;
significant - значительный, существенный;
expenses - (мн.ч.) расходы, затраты;
average - средний;
to require - требовать(ся);
final - завершающий, заключительный, итоговый;
to solve - решать, разрешать (проблемы);
since - поскольку;
to grade - здесь: оценивать;
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to receive - получать;
in the mail - по почте;
to flunk out - быть отчисленным за неуспеваемость;
to leave (left, left) - покидать, оставлять;
poor - здесь: плохой;
to maintain - сохранять, поддерживать;
certain - определенный, некий;
to keep (kept, kept) - сохранять.
Word Study to the Text.
Ex. Match the phrases with their Russian equivalents:
1. fierce competition 2. academic program 3. needy students 4.
compulsory courses 5. considerable flexibility 6. poor grades 7.
critical thinking 8. tuition fee 9. final exams 10. broad-based
education 11. flexibility of mind 12. problem-solving 13. financial
assistance 14. enormous advantage 15. significant part 16. on campus
17. ever-increasing number 18. liberal education 19. off-campus 20.
job market
a/ гуманитарное образование b/ значительная гибкость c/ за пределами
студгородка d/ жесткая конкуренция e/ обязательные курсы(предметы)
f/ финансовая помощь g/ огромное преимущество h/ рынок рабочей силы
i/ плохая успеваемость j/ учебная программа k/ заключительные
экзамены l/ широкое образование m/ на территории студгородка n/
решение задач/проблем o/ нуждающиеся студенты p/ плата за образование
q/ гибкость ума r/ все возрастающее число s/ значительная часть t/
критическое мышление
Ex. Match the phrases with their Russian equivalents:
1. to select courses 2. to differ greatly 3. to maintain a certain
grade average 4. to be involved (in) 5. to receive grades in the mail
6. to create one's own program 7. to grade exams 8. to adjust to changes
9. to be aimed (at) 10. to last a few hours
a/ оценивать экзамены (ответы) b/ приспосабливаться к переменам c/ очень отличаться d/ выбирать курсы (предметы) e/ поддерживать определенный уровень оценок f/ продолжаться несколько часов g/ участвовать (в) h/ получать отметки по почте i/ иметь целью j/ создавать свою собственную программу
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Ex. Translate the following sentences into English.
1. Учебные программы в различных университетах очень отличаются. 2.
Студенты должны изучать определенное число обязательных курсов (предметов).
3. Студенты свободны в выборе курсов, что дает им значительную гибкость в
создании своей собственной программы. 4. В наше время студенты получают
образование широкого профиля. 5. Гуманитарное образование дает огромное
преимущество в жесткой конкурентной борьбе за вхождение на рынок труда. 6.
Многие работодатели ищут молодых людей с аналитическими умениями, умением
решать поставленные задачи и умением общаться, дополненных умением общаться
и приспосабливаться к переменам. 7. Даже одна только плата за обучение
достаточно высока. 8. Однако колледжи охотно помогают нуждающимся
студентам. 9. Те студенты, которые хорошо учатся, получают стипендию. 10.
Существует также возможность брать займы. 11. Кроме того, все более
возрастающее число студентов совмещают (combine) учебу с работой, работая
неполный рабочий день (part-time job). 12. Работать можно в самом
студгородке (в общежитиях, кафе, сфере услуг, плюс преподавание и научные
исследования) и за его пределами (в местных фирмах). 13. Таким образом,
более половины студентов Стэнфордского университета зарабатывают себе на
жизнь (earn one's living). 14. Большинство университетов проводят экзамены
в середине и конце каждого семестра. 15. Экзамены в основном письменные.
16. Всегда существует опасность "вылететь" из колледжа из-за плохой
успеваемости. 17. Поэтому студенты, которые получают стипендию, должны
поддерживать определенный средний уровень оценок, чтобы сохранить свою
стипендию.
Comprehension Check.
Ex. Answer the following questions:
1. Are the academic programs identical in all the universities?
2. How many courses do students take? Are students free in selecting them?
3. What does a broad-based education mean?
4. What does liberal education provide?
5. How big is the tuition fee at universities?
6. Can needy students get a help from the college they study at?
7. Do many students work while studying?
8. How often do they take exams?
9. What do students do to keep their scholarships?
Topics to discuss.
1. Academic program.
2. Selection of courses.
3. Liberal education.
4. Combining job and studies.
5. Mid-tern and final exams.
Text 1A
COURSE INFORMATION.
(A lecturer is talking to students at the beginning of their course. )
Well, good morning, everyone. My first task this morning, and it's a very happy one for me to perform, is to welcome all of you to this first tutorial for the University of Brancaster course A753 on Art in Italy.I'll be passing around a paper on which I'd like you to write your names, so that I know exactly who's been present, and, as is the case for all tutorials, this also means that if anyone who should be here is not, then I'll be able to put any of the handouts given out during the tutorial in the post, so that you'll get the essential information in some form or other. Now there are two basic areas that I intend to deal with today. Past
experience has shown that students starting the course have two areas of anxiety: the first is with how their work is going to be assessed, and the second is how best to study for the course.
As you will know if you've read the information sent to the course participants before the start of the course, you will be required to supply four pieces of written work for assessment purposes. Each of these Tutor Marked Assignments or TMA's as we call them must be submitted by the date laid down in your course details, and it's absolutely necessary to meet these requirement. No late assiegnments will be marked, whatever the reason for their being late, and your grade for the course will be affected.
Now I have some more important remarks to make about the actual mechanics of TMA writing. Although, as I have said, it is essential that you submit your assignment by the required date, I don't want you to feel too worried when you sit down to write the first one. Regard it as a chance to learn from the mistakes you're bound to make.
Word length is always laid down, and for the first TMA it is 2,000 words. You can regard this as a guide, and anything within 500 words either way will be acceptable. Remember that it is important to consider the question carefully and address yourself to the relevant issues. Length isn't an automatic indicator of quality. Legibility is important, it always helps if what you've written is easy to read. For this reason, we always prefer assignments to be typed if at all possible. If this is not possible, then please write as clearly as you can, allowing good margins so that comments can be written in. And it will help if you write on one side of the paper only. You'll also be receiving a separately written report on what you've submitted, with a grade.
At the end of your assignment, be sure to indicate all your sources of information - a bibliography including information about the publisher and date should appear at the end of the assignment, and don't forget to acknowledge quotations. Now before I move on to talk about how best to study for the course, would anyone like to ask any questions?
Vocabulary to the text
to perform - выполнять, совершать;
tutor - наставник, куратор;
tutorial - инструктивное занятие;
to pass around - передавать друг другу, по рядам;
exactly - точно;
handouts - раздаточные материалы;
essential - основной, существенный;
to intend - намереваться, собираться;
to deal (with) - иметь дело (с);
anxiety - беспокойство, тревога;
to assess - оценивать;
to require - требовать(ся);
to supply - здесь: предоставлять;
grade - (амер.) оценка;
to affect - влиять;
remаrk - замечание, примечание;
to submit (to) - предоставлять;
laid down - здесь: указанный;
assignement - задание; здесь: работа;
to regard - рассматривать, считать;
to be bound to make - неизбежно сделать;
guide - руководство;
within - в пределах;
acceptable - приемлемо, допустимо;
relevant - уместный, относящийся к делу;
issue - вопрос;
legibility - четкость (почерка);
margins - поля (в тетради);
to include - включать
source - источник;
to acknowledge - признавать; здесь: указать;
quotation - цитата.
Ex. Answer the following questions:
1. Who was the tutorial conducted by?
2. What course does he deliver?
3. What are the main requirements to the course?
4. What does TMA mean?
Ex. Match the phrases with their Russian equivalents:
1. course on Art in Italy a/ источники информации
2. essential information b/ уместный вопрос
3. in some form or another c/ четыре письменные работы
4. basic areas of anxiety d/ требуемая дата
5. course participants e/ показатель качества
6. four pieces of written work f/ описание курса
7. with the assessment purpose g/ независимо от причины
8. whatever the reason h/ существенная информация
9. important remark i/ основные причины беспокойства
10. word length j/ студенты, изучающие данный курс
11. relevant issue k/ тем или иным способом
12. indicator of quality l/ с целью оценивания
13. required date m/ курс "Искусство Италии"
14. sources of information n/ важное примечание/замечание
15. course details o/ длина в словах
(количество слов)
Ex. Match the phrases with their Russian equivalents:
1. to perform a task a/ повлиять на оценку
2. to know exactly b/ учиться на ошибках
3. to pass a paper around c/ сделать широкие поля
4. to intend to deal with d/ отвечать требованиям
5. to meet the requirements e/ выполнить задание
6. to affect the grade f/ рассматривать в
качестве вуководства
7. to regard it as a guide g/ точно знать
8. to learn from the mistakes h/ передать лист бумаги по рядам
9. to be bound to make i/ собираться иметь дело с
10. to consider the question j/ неизбежно сделать
11. to allow good margins k/ учиться на ошибках
Ex. Translate the following phrases from the text and use them in the
translation below.
1. Позвольте мне поприветствовать вас на первом инструктивном занятии.
1. Я передам по рядам лист бумаги, прошу вас записать свои фамилии.
2. Я должен точно знать, кто присутствует.
3. Я буду передавать вам раздаточные материалы тем или иным способом.
4. Прошлый опыт показывает, что у студентов есть две причины для беспокойства: как будет оценена их работа и каким образом лучше готовиться к занятиям.
5. В течение (учебного) курса требуется, чтобы вы предоставили 4 письменных работы, за которые вы получите оценки.
6. Работы следует сдавать до даты, указанной в описании курса.
7. Независимо от причины, работы, сданные поздно, оцениваться не
будут.
8. Это повлияет на итоговую (final) отметку.
9. Поэтому сдавайте работы (задания) к требуемой дате.
10. Не нужно чрезмерно беспокоиться, когда вы сядете выполнять (писать) первое задание.
11. Это - шанс учиться на ошибках, которые вы неизбежно сделаете.
12. Такая работа считается приемлемой.
13. Длина текста не является автоматическим показателем качества.
14. Четкость почерка очень важна.
15. Мы предпочитаем, чтобы задания (работы) были напечатаны.
16. Вы получите отдельно написанный отчет о вашей работе.
17. Не забудьте сделать широкие поля, где я могу написать комментарии.
18. Не забудьте указать источники информации.
Topics to discuss:
1. The course details.
2. Requirements to the assignments to be submitted.
3. Word length as the indicator of quality?
Text 1-B
Managing your study time
I WAS in a student coffee bar during my first week at university soaking in the atmosphere when a lad from Oldham, announced calmly that he intended to get a first in classics. He would work 25 hours a week, study five hours a day on weekdays and leave the weekends free. That would be sufficient.
I was committed to endless hours of work. I imagined that at some point I would spend weeks of intensive study. The vice-chancellor had told us in his address to freshers to look at the person on either side and note that in all probability one of us would not be around the following year. The message struck me: I would turn myself into a paragon of academic virtue. I could see that the classicist in the coffee bar had got it all wrong, or was bluffing.
Three years later he got his first whilst other friends struggled to very modest achievements. As I discovered when sharing a flat with him, he worked more or less to the plan he had outlined. He slept late in the mornings, only stirring himself if there was a lecture to attend. He played cards with the rest of us after lunch. Then he moved to his desk and stayed there till around seven. The evenings he spent more wildly than most – because of the late mornings. Nevertheless, when I came to look back I realised he had studied more than anyone else I knew. Through sticking assiduously to a modest but well-defined, realistic plan, he had achieved a great deal. He had enjoyed work much more, too. He argued that it was not possible to work productively at intensive intellectual tasks for more than a few hours at a time. I aimed to do much more. But I was easily distracted. By the time it was apparent that stretches of a day had slipped away, I felt so guilty that I blotted studies out of my mind, comforting myself with the thought of all the days which lay ahead.
I was too inexperienced at looking after my own affairs to realise I was already failing one of the major tests of studenthood, the organisation of time. I thought that success in studying was to do with how brilliantly clever and original you were; I had yet to discover that one of the central challenges of adult life is time management.
At school the work timetable was defined for us and teachers made sure we fitted all that was required into the school year. At university I was at sea. Time came in great undifferentiated swathes. What to do with it all? With 168 hours in a week – or 105, allowing nine a day for sleeping and eating – how many was it reasonable to spend on study? Individuals vary and different subjects make different demands. Nevertheless with a target you can plan your studies, not just waste your time. The sketch of weekly timetables, setting aside 40 hours to cover all study, is an invaluable aid in defining time. Then you can divide it into segments and use it strategically, rather than let it dribble away.
Defining what to do is harder. Take the booklists. How many books are students expected to read? How long should a book take? It took me so long to read just a few pages that I felt defeated when I looked ahead. Should I take notes? How many? What would I need them for?
I would sit in the library for a whole day, dipping into one book after another. What was my purpose? How would I know when I had achieved it? By comparison I went to lectures gratefully – at least I knew when they started and finished. Although my lecture notes weren’t up to much, I could tell myself I had accomplished something, which would bring down my anxiety level.
Much later I discovered I could learn a great deal from a close reading of selected sections; that taking notes could sometimes be very satisfying and at other time was not necessary. The trick was to take control; to decide what I wanted to find out – something specific – and then work at it until I had taken in enough to think about for the time being.
Dividing big jobs into smaller subtasks helps to bring work under control, allows you to set targets and check your progress. There is so much pressure to be ambitious -–to go for the long dissertation, to read the huge tomes. Yet achievement arises out of quite modest activities undertaken on a small scale. The trouble with the big tasks is that you keep putting them off. Their scope and shape is unclear and we all flee from uncertainty. The more you can define your work as small, discrete, concrete tasks, the more control you have over it.
Organising tasks into the time available can itself be divided into strategy and application. It is useful to think of yourself as “investing” time. Some tasks require intense concentration and need to be done at a prime time of day, when you are at your best and have time to spare. Others can be fitted in when you are tired, or as “warm-up” activities at the start of a session. Some, such as essay writing, may best be spread over several days. Some need to be done straight away.
There are few reliable guidelines. Essentially you have to keep circling round a self-monitoring loop: plan an approach to a task, try it out, reflect afterwards on your success in achieving what you intended and then revise your strategy.
Once you start to think strategically, you begin to take control of your studies rather than letting them swamp you.
Andrew Northedge
(author of The Good Study Guide – Open University)
Vocabulary to the Text.
manage - распоряжаться
soak in - впитывать
lad - парень
announce - заявлять
intend - намереваться
sufficient - достаточный
committed (to) - обязаться
address - обращение
fresher - новичок
turn into - превращаться
paragon - образец (совершенства)
academic - учебный
virtue - добродетель, достоинство
bluff - блефовать, обманывать
whilst - в то время как
modest - скромный
achievement - достижение
discover - обнаружить
share - разделять
share a flat - жить в одной кв-ре
outline - обрисовать
stir - двигаться, шевелиться
the rest of - остальные
wildly - здесь: беспорядочно
stick (to) - придерживаться
assidiously - прилежно, усердно
a great deal - много
argue - доказывать
distract - отвлекать
apparent - очевидный
stretches of a day - здесь: период времени
slip away - пронестись, улететь (о времени)
guilty - виновный
blot out - вычеркивать, стирать, уничтожать
comfort - успокоить, утешить
ahead - впереди
inexperienced - неопытный
affair - дело
fail - провалить, не удаваться
test - проверка
be to do (with) - иметь общее (с)
challenge - вызов
adult - взрослый
define - определять
make sure - убедиться
reasonable - разумный
individual - человек
vary - различаться
demand - требование
nevertheless - тем не менее
target - цель
waste - терять поняпрасну (время, деньги)
sketch - набросок, эскиз
invaluable - бесценный
aid - помощь
divide - делить
dribble away - утекать
defeated - побежденный, сраженный
dip (into) - погружаться (в)
purpose - цель
comparison - сравнение
gratefully - с признательностью
accomplish - выполнять
bring down - снижать
anxiety - беспокойство, тревога
level - уровень
trick - хитрость, уловка
target - цель
check - проверять
pressure - давление, прессинг
huge - огромный
tome - том, книга (большая)
activities - мн.ч. деятельность
undertake - предпринять
scale - масштаб
keep( + doing) - продолжать делать
put off - откладывать
scope - объем
shape - размер
flee - убегать, избегать
discrete - раздельный, дробный
available - доступный
application - применение
invest - вкладывать, инвестировать
require - требовать(ся)
spare - свободный (о времени, деньгах)
fit in - подгонять, подстраивать
warm-up - разогревающий
spread - распределить
straight away - немедленно
reliable - надежный
guidelines - руководство
essentially - по существу
self-monitoring - само-контролирующий
loop - петля
approach (to) - подход (к)
reflect - обдумывать, размышлять
afterwards - впоследствии, потом
revise - пересматривать
swamp - завалить, засыпать (работой)
Word Study to the Text.
Ex1: Match the phrases with their Russian equivalents:
1. to manage one's time 2. to soak in the atmosphere 3. to announce
calmly 4. to share a flat 5. to attend lectures 6. to stick to a
plan 7. to feel guilty 8. individuals vary 9. to make demands
10. to divide into segments 11. to feel defeated 12. to take notes
13. to set a target 14. to think strategically 15. to undertake
activities 16. to flee from uncertainty 17. to do straight away 18.
to reflect afterwards 19. to take the control of
a/ люди различаются b/ предъявлять требования c/ чувствовать
виноватым d/ распоряжаться своим временем e/ разделять на сегментя
f/ спокойно объявить g/ чувствовать побежденным h/ установить цель
i/ делать заметки g/ впытывать атмосферу k/ избегать неопределенности
l/ посещать лекции m/ придерживатьяс плана n/ жить в одной
квартире o/ предпринимать меры p/ размышлять впоследствии q/ делать
сразу же r/ взять под контроль s/ мыслить стратегически
Ex2:. Match the phrases with their Russian equivalents:
1. address to freshers 2. huge tome 3. modest achievement 4. on
weekdays 5. at a time 6. warm-up activities 7. easily distracted
8. sufficient time 9. unclear scope 10. anxiety level 11. selected
section 12. the trick is
a/ уловка в том (что) b/ уровень беспокойства c/ скромное достижение
d/ выбранные разделы e/ разогревающая деятельность f/ достаточно
времени g/ неясный объем h/ легко отвлекающийся i/ обращение к
новичкам g/ по рабочим дням k/ за один раз l/ огромный том
Ex3:. Translate the following sentences into English.
1. Парень из Олдхама спокойно заявил, что он намеревается занять первое
место по классике. 2. Он будет работать 25 часов в неделю, учиться 5 часов
в день по будням, и оставлять выходные дни свободными. 3. Этого будет
достаточно. 4. Я обязался работать много, уделяя все мое время интенсивной
учебе. 5. В обращении к новичкам было сказано, что не все их них останутся
здесь на следующий год. 6. Это сообщение поразило меня, я решил
превратиться в образец академической добродетели. 7. 3 года спустя тот
парень стал первым в группе, в то время как (whilst) другие "сражались" за
более скромные достижения. 8. Он более-менее придерживался плана, который
(ранее) очертил. 9. Иногда я чувствовал себя виноватым, поскольку время
уходило зря, при этом утешая себя, что все еще впереди. 10. Позже я понял,
что одно из главных достоинств (challenges) взрослой жизни - это умение
распоряжаться собственным временем. 11. Уловка состояла в том, чтобы взять
(все) под контроль. 12. Разделение большой работы на меньшие задачи поможет
вам. 13. Мы все стрмимся избегать неопределенности. 14. Проблема с большими
задачами в том, что ты стараешься избегать(avoid) их. 15. Если вы начали
мыслить стратегически, это позволяет вам взять под контроль вашу учебу.
Comprehension Check.
Ex4:. Answer the following questions:
1. What was the intention of the lad from Oldham?
2. What message was Andrew struck by?
3. What was he committed to?
4. How did he manage to see the success of the classicist?
5. What was his timetable like?
6. Was Andrew industriou enough?
7. What are his main conclusions concerning studies?
Topics to discuss.
1. The lad from Oldham. His ambitions and achievements.
2. Andrew's hopes and commitments.
3. Strategical approach to studies.
Text I-C
Vocational Education
Part 1
(A passage from the article.)
As well as academic subjects improve students' minds and prepare them for college, a lot of high schools in the United States offer vocational courses. These prepare students for particular jobs. At different high schools in California, students can learn how to become cooks and waiters in hotels and restaurants or mechanics and salespeople in garages and service stations. The courses are available to high school students during the day as part of their normal school program. In the evenings they are also available to other people, who are not at school. Gene Abbott runs a course in automotive repair at San Rafael High School. He teachers his students how to repair cars. He gives some lessons in a classroom, but most of the course takes place in the workshop. It's a practical course, so students learn by doing as well by studying.
Part 2
Australia Plans Big Expansion in Vocational Training
By GEOFFREY MASLEN
MELBOURNE
The Australian government will spend $750-minion (U.S.) over the next three years on post secondary education and (raining programs 10 create an extra 120.000 places for students
The plan was announced by the Prime Minister, Paul Healing, as part of an ambitious $1.7 billion spending package to try to revive the nation's ailing economy.
Mr. Keating said Inc federal government would lake over full financing of "technical and further education"—known here as TAFE —from the states to create an expanded system of vocational-education institutes. The plan represents a shift in government emphasis away from higher education to what the Prime Minister called "the weak reed" of technical and vocational training.
Australia's tape system is the larger of (he two post secondary education sectors and now enrolls nearly a million students. It provides para-professional, technical and technological diplomas and certificates. But TAFE- colleges are a stale responsibility, and they have been left behind in the huge expansion of the federally supported higher-education system over the past 10 years.
Mr. Keating said the federal government would allocate more than $525-million between 1993 to 1995 to upgrade the technical and further education system and insure a sustained increase in students’ participation. An immediate infusion of about $30-million would create an additional 10.000 vocational-training places starting in July.
Severe Overcrowding
An extra Sl5-million would be allocated to new construction at universities over the next 12 months to be matched by $20-million from the institutions themselves. Most universities experienced severe overcrowding last year and have had to cut back on enrollment this year despite a huge surge in student demand.
Under the new plans, state and territory governments will retain responsibility for TAFE management and administration, while the federal government will take over the control and functional support for the sector.
Vocabulary:
expansion - расширение;
vocational training - профессиональное обучение;
extra - дополнительный;
to announce - объявить, заявить, сообщить;
ambitious - честолюбивый, амбициозный;
spending - расходы;
package - пакет;
to revive - возрождать, оживлять, восстанавливать;
ailing - нездоровый, больной;
to take over - сменять, идти на смену;
shift - здесь: сдвиг, изменение;
emphasis - акцент, подчеркивание;
to provide - обеспечивать;
weak reed -????
to enroll - зачислять (студентов);
responsibility - ответственность, обязанность;
huge - огромный;
to support - поддерживать; здесь: финансировать;
to allocate - выделять, распределять (финансах);
upgrade - подъем;
to insure - обеспечивать;
sustained - длительный, устойчивый;
increase - расширение, увеличение;
immediate - немедленный, безотлагательный;
infusion - здесь: вливание;
severe - суровый, серьезный, сильный, жестокий (о конкурсе)
overcrowding - переполнение;
to match - здесь: дополнять;
to cut (back) - сокращать;
enrollment - набор (студентов);
surge - резкое увеличение;
demand - требование;
to retain - удерживать, сохранять.
Ex 1:Find in the text equivalents to these words and phrases:
мастерская, заниматься на курсах, повар, официант, ремонтировать, механик, профессиональные курсы, старшеклассник, вести курсы, предлагать, продавец, доступный, обычная программа, станция техобслуживания, совершенствовать.
Ex2:. Find equivalents to the following words and phrases.
профессиональное образование; испытывать огромное переполнение; немедленное
вливание; сохранить обязанности; выделить финансы; согласно новым планам;
за следующие три года; оживить/восстановить нездоровую экономику;
после-школьное образование; создать дополнительные места; сдвиг; зачисление
студентов; система высшего образования; будет дополнено;
поддерживаемый/субсидируемый/финансируемый государством; обеспечить
долгосрочное увеличение; испытать; сократить; за последние десять лет.
Ex3:. Answer the following questions.
1. What for is the Australian government going to spend $750 million (U.S.)
2. over the next 10 years?
3. What are $ 1.7 billion allocated for?
4. What are the two post=secondary education sectors in Australia?
5. How many students do they enroll now?
6. What does TAFE mean?
7. Who are TAFE-colleges finenced (supported) by?
Ex4:. What do these phrases mean?
1. academic subjects;
2. vocational courses;
3. a course in automotive repair;
4. a practical course;
5. high school.
Ex5:.
1. Discuss vocational courses for schoolchildren in Russia.
2. List the skills that these courses train and the jobs that they prepare students for.
Ex6:. Answer the questions.
Which five of these subjects are the most important at school nowadays?
Which five of these subjects are the least important at school nowadays?
Social studies, history, computer studies, peace studies, business studies, science, foreign language, religious education, geography, art, technical subjects, mother tongue, home economics, mathematics, economics, woodwork/metalwork, physics, chemistry.
Ex7:. Correct the mis-collocations in the following sentences. The words to replace them: lecture, take, university, profession, pass, teacher
1. I can't come out. I'm studying. I'm passing an examination tomorrow.
2. Congratulations! I hear you succeeded your examination!
3. You can study a lot of different careers at this university.
4. She is a professor in a primary school.
5. He gave an interesting 45- conference in Goethe.
6. She got a degree in personnel management from a private school.
Note: A professor is a senior university academic, not an ordinary teacher. University and college teachers are usually called lecturers or tutors
Ex8: Answer the questions
There are first degrees (where you are called a "Bachelor of..."),
post-graduate degrees (where you are called a "Master of..." or "Doctor
of...") and medical degrees. What do you think the following letters mean?
a/ BSc b/ BEd c/ MSc d/ MD
e/ BA f/ MA g/ MPhil h/ PhD
Text 1-D
Text 1-D
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