Ex .1. Suggest the Russian for:
1.successful applicants 10. established reputations
2.their scores on the SATs 11.entrance requirements
3.the system comprises three categories 12.fee
4.to obtain a master's degree 13.proficiency
5.the source of its funding 14.award
6.challenging courses 15.successfully
7.higher quality of education 16.the number of credits
8.amount of funding 17.to be earned by a student
9.they occupy a position 18.to be famous for
Ex.2. Suggest the English for the words in brackets. Read the whole sentence and translate it into Russian.
1.A college at а (ведущий )university might receive (заявления ) from two per cent of these high school graduates, and then (принимать) only one out of every ten who apply.
2.(Успешные) applicants (в таких )colleges are usually chosen (на базе) of a) their high school records; b) (рекомендаций ) from their high school teachers;
3.( Система высшего образования) in the United States (охватывает )three categories of institutions: 1) the university, which may (содержать) a) several colleges for undergraduate students seeking a (степень бакалавра) and b) one or more graduate schools (для тех) continuing in specialized studies beyond the bachelor's degree (получить,приобретать) a master's or a doctoral degree.
4.Any of these institutions, in (любой категорий), might be either (общественный или частный), depending on the source of its funding.
5.Some universities and colleges have, over time, gained reputations for offering particularly challenging courses and for providing their students ( высшим качеством образования).
6.The factor determining whether an institution is (один из лучших) or (один из) the lower prestige is quality of the teaching faculty.
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Ex.3.Give nouns corresponding to the following verbs.
to account,to establish, to admit,to require,to involve, to accumulate,
to select,to decide,to graduate,to examine,to enter, to complete,to assign.
Ex.4. Find in the text the factors which determine the choice by in individual of this or that college or university.
Ex.5. Answer the questions on the text and summarize the text in three paragraphs.
1.What are the admission requirements tо the colleges and universities?
2.What are the three types of schools in higher education?
3.What degrees are offered by schools of higher learning in the USA? What are the requirements
for each of these degrees?
4.What are the peculiarities of the curricula offered by a college or a university?
5.What is a credit in the US system of higher education?
6.How many credits must an undergraduate student earn to receive a bachelor's degree? How can
then be earned?
Grammar: The Future Perfect Continuous Tense.
Have been + - ing (Participle I)
| Affirmative | Negative | Interrogative |
| I shall have been working He will have been working She will have been working It will have been working We shall have been working You will have been working They will have beenworking | I shall have not been working He will not have been working She will not have been working It will not have been working We shall not have been working You will not have been working They will not have been working | Shall I have been working? Will he have been working? Will she have been working? Will it have been working ? Shall we have been working? Will you have been working? Will they have been working? |
I’ll have been working I won’t (shan’t) have been working
The Future Perfect Continuous Tense
· Denotes an action which will begin before a definite moment in the future, will continue up to that moment and will be going on at that moment. By the next August she will have been teaching English for 30 years.
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Ex.6. Put the verbs in brackets into the Future Perfect Continuous Tense.
1. By the end of this month we (learn) this language for ten years. 2. When my daughter goes to school we (live) here for over five years. 3. When the new century begins, they (reconstruct) this church for nearly 25 years. 4. If nobody stops him, he (grumble) for hours. 5. We can get there at 7 at the earliest. They will be painting the fence. If we arrive at 8.30, they (paint) it for three hours at least; and if we come at 9.30.,they will have probably finished the work.
Ex.7.Translate into English.
1.К тому времени, как он закончит университет, его родители проработают в Южной Африке два года. 2. Мы будем рекламировать эти товары несколько месяцев к тому времени, как они появятся на рынке.3. На будущий год к этому времени она будет изучать французский язык уже два года. 4. К тому времени, когда она приедет, я уже буду жить здесь в течение двух лет.5. К тому времени, как ты вернешься, я буду писать уже третий портрет. 6. Сколько времени они будут показывать этот фильм, пока ты не привезешь новый ?
СРСП 5-6.
HIGHER EDUCATION IN THE USA.
Практические цели: формирование умений и навыков устной речи и письменного выражения мыслей. Практиковать студентов в обсуждений проблемных вопросов по теме. Овладение дополнительной информацией о системе образования Америки.
A short history of Harvard University.
Harvard University, which celebrated its 350th anniversary in 1986, is the oldest institution of higher education in the United States. It is situated in a town of Cambridge, state Massachusetts. Founded 16 years after the arrival of the Pilgrims at Plymouth, the University has grown from nine students with a single Master to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 graduate and professional schools. Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals.
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Six presidents of the United States – John Adams, John Quincy Adams, Theodore and Franklin Delano Roosevelt, Rutherford B. Hayes, and John Fitzgerald Kennedy – were graduates of Harvard. Its faculty have produced more than 30 Nobel laureates.
Harvard College was established in 1936 by vote of the Great and General Court of Massachusetts Bay Colony and was named for its first benefactor, John Harvard of Charlestown, a young minister who, upon his death in 1638, left his library and half his estate to the new institutions.
During its early years, the College offered a classic academic course based on the English university model but consistent with the prevailing puritan philosophy of the first colonists. Although many of its early graduates became ministers in Puritan congregations throughout New England, the College was never formally affiliated with a specific religious denomination. An early brochure, published in 1643, justified the College’s existence: “To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches.”
The 1708 election of John Leverett, the first president who was not also a clergyman, marked a turning of the College toward intellectual independence from Puritanism. As the College grew in the 18th and 19th centuries, the curriculum was broadened, particularly in the sciences, and the College produced or attracted a long list of famous scholars, including Henry Wadsworth Longfellow, James Russell Lowell, William James, the elder Oliver Wendell Holmes, and Louis Agassiz. Charles W. Eliot, who served as president from 1869 to 1909, transformed the relatively small provincial institution into a modern university. During his tenure, the Law and Medical schools were revitalized, and the graduate schools of Business, Dental Medicine, and arts and Sciences were established. Enrollment rose from 1,000 to 3,000 students, the faculty grew from 49 to 278, and the endowment increased from $2.3 million to $22.5 million.
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Under President A. Lawrence Lowell (1909-33), the undergraduate course of study was redesigned to ensure students a liberal education through concentration in a single field with distribution of course requirements among other disciplines. Today, 51 fields of concentration are offered to Harvard College students. The tutorial system, also introduced by Lowell and still a distinctive feature of a Harvard education, offers undergraduates informal specialized instruction in their fields.
One of Lowell’s most significant accomplishments was the House Plan, which provides undergraduates with a small-college atmosphere within the larger university. After being housed in or near Harvard Yard during freshman year, students go to 1 of 12 Houses in which to live for the remainder of their undergraduate careers. Each House has a resident Master and a staff of tutors, as well as a dining hall and library, and maintains an active schedule of athletic, social, and cultural events. Recent presidents James Bryant Conant, Nathan M. Pusey, and Derek Bok have each made significant contributions toward strengthening the quality of undergraduate and graduate education at Harvard while, at the same time, maintaining the University’s role as a preeminent research institution. Conant (1933-53) introduced a system of ad hoc committees from outside the University to evaluate tenure candidates being considered for faculty positions. Conant also initiated the General Education Program to give undergraduates breadth in fields outside their major study.
Under Nathan M. Pusey, (1953-71), Harvard undertook what was then the largest fundraising campaign in Pusey (the history of American higher education), the $85.5 million Program for Harvard College.The program strengthened faculty salaries, broadened student aid, created new professorships, and expanded Harvard’s physical facilities.
A similar but greatly expanded fundraising effort, the Harvard Campaign (1979-84), was conducted under the leadership of Derek Bok (1971-91) and raised $356 million by the end of 1984. Some of the important educational initiatives Bok undertook include: reform of the undergraduate course of study through the innovative Core Curriculum, the introduction of graduate programs crossing traditional borders of professional disciplines, new approaches to the training of lawyers and doctors, and a renewed emphasis on the quality of teaching and learning at all levels. Bok addressed major issues affecting higher education in our time and joined other educational leaders in proposing a renewed partnership between the federal government and higher education to address economic competitiveness, equal education opportunity, improved quality of life, and ethnical standards. He also supported the growing international dimension of the University and devoted considerable energy to building up the Kennedy School of Government, both physically and programmatically.
Neil L. Rudenstine took office as Harvard’s 26th president in 1991. As part of an overall effort to achieve greater coordination among the University’s schools and faculties, Rudenstine set in motion an incentive process of University-wide academic planning, intended to identify some of Harvard’s main intellectual and programmatic priorities.
Those goals have become an integral part of the current five-year capital campaign. In addition, Rudenstine has stressed the University’s commitment to excellence in undergraduate education, the importance of keeping Harvard’s doors open to students from across the economic spectrum, the task of adapting the research university to an era of both rapid information growth and serious financial constraints, and the challenge of living together in a diverse community committed to freedom of expression.
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