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A N E H I P
Education
1. Read. Translate. Learn.
School (College, Institute, University)-.......................................................................................... .
Infant school - ...
Junior school - ...
Secondary school - ..
Private school -
State school -
Compulsory -
Secondary education - ..
Ordinary -
Primary school -
Core curriculum -
Comprehensive school - ..
Nursery -
Level -
High education -
Degree -
Thesis -
Dissertation - .
Residency - .
Certificate of education -
Certificate of education - .. .
School leaving certificate - ..
A full tame student -
Extra mural department - .
To do ones best - ..
A time table - .
To give lecture on - . .
To attend classes - ..
To miss classes - . ..
To finish (the school) - ... ..
To graduate (the university) -. ..
A register of attendance - .
To do a subject -
To lack fluency - ...
To catch up with the group - .
To fall (get, lag) behind the group in German (English) - .............. ..
A students record book - .
To give a mark (a credit) - ..
2. Translate into Russian the following proverbs. Give equivalents.
1. Live and learn. - .......................
2. Brevity is a soul of wit. - ..
3. So many languages you know, so many times you are a man. - .
3. Give a translation of the following marks in America:
Marks:
A excellent - ...
B Very well - ..
C Satisfactory - ..
D Poor - ..
F unsatisfactory - ...
4. Give the translation of the following subjects:
Games - .
Songs - ..
Creative playing - ..
Drawing - ..
Crafts - ..
Reading - ...
Writing -
Spelling - ...
Music - ..
Adding -
Social studies - ..
Division - ..
Fractions - .
Science -
Decimals - .
Home economics -
History -
Nature lesions - .
Foreign languages - ...
English -
German - ...
French - .
Spanish - ...
Algebra - ...
Biology - ...
Music art - .
PH (physical training) - .
Technical education -
Computer science drama -
5. What is the Russian for .
Education -
Secondary education - ..
School - .
Primary school -
Infant school - ...
Junior school - ...
Second school - .
Private school - .
State school - .
Comprehensive school -
Nursery school -
College -
University - ...
Institute - ...
Course - .
Certificate - ...
Qualification - ...
Thesis - ..
Credit - ..
Teacher - ...
Tutor - ...
Student -
Pupil -
An applicant -
6. Translate into Russian. Read and discuss.
Schools of the Future-General or Specialized?
The general opinion varies on what a good general education is. Some people believe that an educated person must have general knowledge of a lot of things - chemistry, biology, history, arts, maths and so on. Others argue that it's better to know a lot about a few things than to know a little about a lot.
Education has become a matter of general interest and people write to newspapers and magazines expressing their views on the problem. Parents want education to prepare their children for life in the future. They are afraid that bad education may spoil a child's chances in the world of tomorrow. The general impression is that most people speak in favor of specialized education, because nowadays you must know so much in your chosen: profession that the earlier in life you start learning it the better chances for success there are.
7. Answer the following questions.
1. What subjects and classes did you like at school?
. .
. ..
2. Why did you like (dislike) classis in maths at school? . ..
.. ..
3. Did you have your favorite schoolteacher? . ...
. . . ..
4. What is the role of a teacher at school? . ..
.
. .
5. What can you write about your school years?
. ..
.
.
6. Did you have your school friends?
.
7. When did you start thinking of choosing a career (profession)?
.
8. What did you want to be on you childhood?
.
9. What professions seemed most attractive to you friends when then were in junior forms? What profession did they choose when they left school?
............... ..
.
10. Did any your classmates become a sailor (journalist, doctor, lawyer, etc.)? When do they go to work?
..
.
8. Ask questions about the text from exercise 6.
.
9. Make up sentences using the words and word combinations from exercise4.
..
10. Translate the Dialogue.
- Are you still studying English?
- Yes, but I dont get enough time for it. I have so many others to do.
- Its the same with me. I can read English without difficulty, but its still rather difficult to speak to me.
- We dont hear English spoken enough. Do you listen to the wireless program English by Radio?
- Yes, That helps me to understand spoken English, but not to speak.
- We most speak English all the time.
- Yes. You are right. Its the best way to master a language
11. Make up mini dialogue using the vocabulary words on the topic.
12. Translate the text.
Our college
I study at the college. I am a full time first year student. Our college is not for from my house. I usually get there by bus. It lakes me 10 15 minutes.
Our college was founded in 19 At present there are more then 2.000 students at the college. Our classrooms and laboratories, there we have practical training are also well equipped. There is a large library on the first floor of the college. On the ground floor we have a gymnasium
13. Answer the questions.
1. Can you explain what a' good general education is? Have you a general idea about it?
2. Why has education become a matter of general interest?
3. Is there any general' opinion on education nowadays?
4. Has the [let" for more specialized education become a generally accepted view?
5. Has a general knowledge of physics, chemistry, and mathematics helped you in life so far?
6. Can you say you've got a good education?
7. Do you consider that general knowledge of the arts (music, literature, painting) is necessary for an engineer, a chemist, and an economist?
8. Can they get along without the arts?
14. Sum up your answers and give arguments for and against general education/specialized education.
15. Answer and discuss the questions.
1. Do you agree that a lot of children don't like school because of the rules?
2. Did you like this school?
3. Do you think it's a good thing to learn only what you want to?
4. Do you think that to learn only what a person wants is enough?
5. What do you think is better, to work on your own or in a group?
6. Do you think it's a good thing that in the Free School there are no compulsory lessons?
7. Do you think that schoolchildren need discipline? Why?
16. Speak about the advantages of good education.
1. Read and translate the text.
Free School
School Rules - O. K.? You mustn't smoke or wear make-up. You must do your homework on time. You mustn't fight in the playground. Even if you like school it seems that someone is always telling you what to do.
This is why a lot of children don't like school. And now a few teachers believe this is why some kids don't learn. People learn better and faster when they have more choice in what they learn, and when and how they learn it.
At White Lion Street Free School, people believe that school should teach what children need and want to learn. School should help a child to think for him or herself. After all, when you leave school you have to make important decisions - by yourself.
There is no punishment (ķąźąēąķčå) for missing school. But many kids spend more time here than other children spend in ordinary schools. This school is open in the evenings and some weekends. The kids complain (ęąėóžņń’), if holidays last longer than two weeks.
There are no compulsory (īį’ēąņåėüķī) lessons. Each child has one adult who follows his progress through school. Together they decide what he needs to learn next, and the child does this in his own time. Sometimes kids work on their own, sometimes with an adult, sometimes in a group.
A lot happens outside school. They believe you can't learn everything in one building. They visit local factories, markets, shops, fire and police stations. They talk to people about their jobs, visit exhibitions, go roller-skating and horse riding, make trips to the country or the sea and go camping.
It's not a very big school - only 50 kids, between the ages of 3 and 17 - or a rich school. There are very few Free Schools in England.
Afternoons are for a great variety (šąēķīīįšąēčå) of things. Adults "advertise" what they're doing in their rooms on certain days. The kids choose which group to join. There are no special times when they must start a lesson. Each day there is a list of activities they can choose between. "(From ''Mosaic'')
2. Answer the following questions.
1. Do you agree that a lot of children don't like school because of the rules?
2. Did you like this school?
3. Do you think it's a good thing to learn only what you want to? .
4. Do you think that to learn only what a person wants is enough?
5. What do you think is better, to work on your own or in a group?
6. Do you think it's a good thing that in the Free School there are no compulsory lessons?
7. Do you think that schoolchildren need discipline? Why?
.
b) Do you think the children in the Free School get good education? Give your reasons. Give your own ideas on school education.
c) Speak about the advantages of good education.
3. Let's come back to discipline. a) Read the questions and the answers. What is your opinion?
Discipline is often discussed nowadays. People ask: Is there too much or too little discipline in our everyday lives? Should there be more or less discipline in schools? What sort of discipline? Current magazine asked a correspondent to organize a
discussion on discipline. The people who took part in the discussion were all aged 18.
Do teenagers need discipline?
Christopher: Of course teenagers need some discipline but they often disagree with their parents about how much.
Catherine: I think the only real sort of discipline is self-discipline.
Should there be more discipline at home or at school?
Debbie: At home. If you are trained properly at home, you don't need it elsewhere.
Christopher: If there's got to be some discipline at school, the teachers must explain it, so that we know why certain rules exist.
If you think there should be more discipline at home than at school, what form should it take?
4. Make the dialogue of your own on the topic.
1. Read and translate the text. Write down any paragraph.
LANGUAGES MAY HELP YOU
"You'd be surprised at the number of letters we get from people who want to be United Nations interpreters," said the deputy secretary of the Institute of Linguistics.
Such lack of realism about languages is found at all levels. Every year hundreds of modem language graduates leave university with romantic notions of ''working with languages" - probably in exotic jobs overseas. After spending several months optimistically offering their services to international organizations, the BBC, the Foreign Service and large international companies, the truth dawns.
There are,' of course, many opportunities for teaching languages, ranging from the universities to primary schools.
Teaching apart, there are very few jobs for which languages as such are any qualification. And for these few, competition is very tough. The world demand for conference interpreters (to take just one example) is about 1,111, which means about 60 new entrants to the profession each year. Yet, there are 20,000 hopeful students in the schools for interpreters in Europe.
The key to using languages is to regard them as a bonus - as something extra to offer an employer or to bring to any chosen career. In overseas selling, in advertising, in information work, in libraries, knowledge of languages can be a tremendous advantage - in some jobs it is essential. But the "man concerned must first and foremost be an expert in sales, advertising, information work, or librarianship.
The same applies to scientists and technologists, many of whom need languages in exchanging and acquiring technical information. Girls who couple their languages with secretarial training often land up as high-powered secretaries.
The most direct application of languages is in translating, but even here the linguist has to reinforce his languages with specialist commercial or technical knowledge. If he wants to earn a decent living, he must become an expert, say, in translating Russian papers on rocketry or Spanish legal contracts or Arabic sales literature.
There is, however, a serious shortage of top-class technical translators, though only a few large organizations have translating departments of their own. It is a cardinal rule to translate only into one's own language so many jobs go to "mother tongues" - foreigners living in this country. Finally, because of industry's tendency to regard translators merely as ''little black boxes that tick", career prospects in the usual sense are limited. Translators tend to remain translators.
"Industry's prejudice against the language graduate is not unjustified. Many of the traditional languages degrees have been based on classical literature, with the
result that even honors graduates are sometimes quite incapable of holding an ordinary conversation in French, or "couldn't translate a simple sentence into contemporary German" - to quote two employers' experiences. Or as one graduate summed it up: 'They didn't think that teaching you to speak a language was part of their job."
The practical approach to languages, understanding not only the language but also the people who speak it is reflected in the radically different language courses, which have developed in past three to four years, mostly in the technological universities or technical colleges. Some of these combine languages with depth study of the political, economic and social background of the relevant countries. Others incorporate a language in degree courses in engineering, metallurgy or communication sciences. Still others combine languages with commerce or business studies.
Overall, the aim is to produce highly competent linguists who can put their languages to practical use in technical or executive positions. They will have acquired a real appreciation of the countries studied. Most of the courses require the students to spend a year overseas - sometimes studying at a foreign university, but more often working in jobs. Bradford University students have worked with Erratum, Woolwich Polytechnic students with marketing companies in Europe; Surrey undergraduates in most varied jobs as bookkeeping, public relations and chemical plating. Apart from improving their languages these jobs are valuable experience in them.
Judging from a cross-section of students I met from the University of Surrey, studying combinations of Russian, French, and German with economics, law, politics and linguistics, motivation on this type of course is high. The students were optimistic about getting jobs in which they would be able to apply their languages - ranging from Russian commercial law to exporting and journalism.
2. Make your choice. The author assumes that:
1. Many people who study foreign languages.
a) Know very well what kind of work they are expected to do;
b) Will work as United Nations interpreters;
c) Have romantic notions of "working with the languages".
2. Apart from teaching.
a) There are a lot of language jobs;
b) There are very few jobs for which languages are any qualification;
c) The world demand for conference interpreters is very high.
3. The key to using languages is
a) to regard them as something extra to bring to the chosen profession;
b) to concentrate on languages only;
ń) to specialize in advertising, information work, etc. and forget about the languages.
4. In industry translators
a) Have good career prospects;
b) Have to reinforce their languages with specialist technical knowledge;
c) Normally have to translate into a foreign language.
5. Language training based on c1assicalliterature results in
a) Excellent knowledge of a spoken foreign language;
b) Inability of holding an ordinary conversation;
c) Equally good theoretical knowledge and practical skills.
6. The new courses that have recently developed
a) Combine languages with background studies of the relevant country and with some practical activity;
b) Specialize only in technical subjects;
c) Do not attract students.
3. Reread the selection and make a plan.
4. Make a short summary.
5. Shorten paragraphs 4, 5, 6.
6. Look through the text and give a list of international words, which have the same meaning in Russian. Use your dictionary if necessary.
7. Use the words from the reading selection.
1. Every year hundreds of graduates leave university with romantic ideas of ''working with languages".
2. There are, of course, many good chances for teaching languages, varying from the universities to primary schools.
3. In many careers languages can be a tremendous advantage - in some jobs they are necessary.
4. The most direct use of languages is in translating but even here the linguist has to add some specialist knowledge to his languages.
5. Career prospects of translators in the usual meaning are limited.
6. The background studies help students get a real understanding of the countries studied.
7. Some courses include a language in degree courses in engineering, metallurgy and communication sciences.
Šąēäåė XI
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