Step 4. Admission to University.



    The universities in the United Kingdom (with the exception of the Open University) share an undergraduate admission system which is operated by UCAS. Applications must be made by 15 October for admissions to Oxford and Cambridge, and medicine, dentistry and veterinary science courses in any university and by 15 January for admissions to other UK universities to get into any course but medicine, dentistry and veterinary science.

    One-half of universities have lost confidence in the A* or A grades that are awarded by secondary schools, and require many applicants to sit for a competitive entrance examination. According to the Schools Minister, “strong evidence has been emerging of grade inflation across subjects” in recent years.

Ответьте на вопросы к тексту.

1) What is the General Certificate of Secondary Education (GCSE)?

2) When were GCSE exams introduced?

3) How many years does the GCSE course take?

4) What grades can students receive for their GCSE exams? Which grade is

     the highest?

5) What happens if a student fails the GCSE exam in a certain subject?

6) Where can students study for GCE Advanced level?

7) What GCSE grades must students have to start A-levels?

8) How are the A-level studies organized?

9) Where do students wishing to study at a university submit their

      applications?

10) How many courses can applicants choose?

11) What is UCAS tariff system?

12) Why do some universities in the UK require applicants to sit for

competitive entrance examinations?

 

Ситуационная задача.

- Say how the steps which are to be taken to enter a university in Great Britain

  differ from those in Russia.

 

6.4.2. Вопросы для собеседования

1. What is your name?

2. What is your surname?

3. What University (Institute) did you graduate from?

4. Where do you work now?

5. What is your specialty according to your diploma?

6. Is your research work connected with your specialty? 

7. Did you conduct you research work when a student?

8. Have you published any articles?

9. Have you prepared any article to be published?

10. In what collection of articles is your article published?

11. What problems do you touch in your article?

12. Did you use foreign literature in your work?

13. Who is your scientific adviser?

14. What scientific problems does your research work concern?

 

6.4.3. Тексты для подготовки экзамену

 

Образец текста по специальности для письменного перевода со словарём санглийского языка на русский

10% STUDENTS may have working memory problems: Why does it matter

Working memory is our ability to store and manipulate information for a brief time. It is typically measured by dual-tasks, where the individual has to remember an item while simultaneously processing a sometimes unrelated piece of information. A widely used working memory task is the reading span task where the individual reads a sentence, verifies it, and then recalls the final word. Individ­ual differences in working memory performance are closely related to a range of academic skills such as reading, spelling, comprehension, and mathematics. Cru­cially, there is emerg­ing research that working memory predicts learning outcomes independently of IQ. One explanation for the importance of working memory in academic attainment is that because it appears to be relatively unaffected by envi­ronmental influences, such as parental educational level and financial background, it measures a student’s capacity to acquire knowledge rather than what they have already learned.

However little is known about the consequences of low working memory capacity per se, independent of other associated learning difficulties. In particular, it is not known either what proportion of students with low working memory capacities has significant learning difficulties or what their behavioral characteristics are. The aim of a recent study published in Child Development (reference below) was to provide the first systematic large-scale examination of the cognitive and behavioral characteristics of school-aged students who have been identified solely on the basis of very low working memory scores.

In screening of over 3000 school-aged stu­dents in mainstream schools, 1 in 10 was identified as having working memory dif­ficulties. There were several key findings regarding their cognitive skills. The first is that the majority of them per­formed below age-expected levels in reading and mathematics. This suggests that low working memory skills constitute a high risk factor for educational under­achievement for students. This corresponds with evidence that working memory impacts all areas of learning from kindergarten to college.

Образец текста для устного реферирования на русском языке

MODERN EXAMINATIONS

In Ancient times the most examinations were spoken, not written. Modern examinations are written. The written examinations, where all students are tested on the same questions were probably not known until the 19th century. Perhaps it came into existence with the great increase in population and the development of modern industry.

Two types of tests are commonly used. The first type is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions. T make up an objective test the teacher writes a series of questions each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly. For a clearer picture most teachers use another kind of examination in addition to objective tests. They are “essay” tests which require students to write long answers to broad general questions.

Two types of tests are commonly used in modern schools. The first an objective test.

On an objective test the students have just one task: he must recognize the correct answer and copy its letter (or number) on his examination paper. Sometimes there is an answer sheet on which four letters or numbers are printed. The student has only to circle the one that goes with the correct answer.

For testing a student’s memory of facts and details the objective test has advantages. It can be scored very quickly by the teacher, or even by machine. For testing some kinds of learning, however, such a test is not very satisfactory. A lucky student may guess the correct answer without really knowing the material.

Another kind of test is an “essay” test.

One advantage of the essay test is that it reduces the element of luck. The student cannot get a high score just by making a lucky guess.

 


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