Read and Speak: Учебное пособие по английскому языку для студентов на этапе магистерской подготовки

Министерство образования Российской Федерации Тульский государственный университет

М. В. Круглова

READ AND SPEAK

Рекомендовано учебно-методическим объединением по образованию в области лингвистики Министерства образования Российской Федерации в качестве учебного пособия для студентов неязыковых вузов

Тула 2002

УДК 802.0 Учебное пособие по английскому языку для студентов на этапе магистерской подготовки "Read and Speak" / М.В. Круглова; Тул. гос. ун-т. Тула, 2002. 134 с. ISBN 5-8125-0194-7 Ответственный редактор: канд. филол. наук, доц. З.И. Коннова (зав. кафедрой иностранных языков ТулГУ) Учебное пособие составлено в соответствии с требованиями к обучению иностранным языкам на этапе магистерской подготовки в неязыковых вузах. Цель учебного пособия - развитие навыков монологической и диалогической речи в пределах тем: "Все о себе", "Высшее образование в Великобритании и России", "Великобритания", "Россия", "Наука и техника". Учебное пособие содержит краткий фонетический справочник, текстовой материал, упражнения и творческие задания, а также задания на аудирование, диалоги с наиболее употребительными разговорными формулами, вопросники по изучаемым темам. Учебное пособие предназначено для студентов, продолжающих изучение английского языка на этапе магистерской подготовки.

Печатается по решению библиотечно-издательского совета Тульского государственного университета.

Рецензент: канд. пед. наук, профессор Н.И. Гез, МГЛУ. ISBN 5-8125-0194-7

© М.В. Круглова, 2002 © Тульский государственный университет, 2002

2

Предисловие Данное пособие, предназначенное для обучения студентов на этапе магистерской подготовки, представляет собой часть учебного комплекса по английскому языку для студентов неязыковых специальностей вуза, создаваемого на кафедре иностранных языков ТулГУ. Пособие составлено с учетом личностно-деятельностного подхода как основного фактора при развитии умений и навыков иноязычной языковой компетенции обучающихся на неязыковых факультетах и в соответствии с требованиями типовой программы по иностранным языкам для неязыковых специальностей высших учебных заведений. Главной целью настоящего пособия является развитие навыков монологической и диалогической речи на уровне подготовленного и неподготовленного высказывания в пределах изученных тем. Пособие состоит из четырех частей (Part I, II, III, IV). Часть I представляет собой краткий фонетический справочник, содержащий таблицы, в которых отражены правила чтения гласных и согласных букв и буквосочетаний, а также ряд тренировочных упражнений на отработку основных фонетических явлений. В часть II включены пять уроков-тем (Topics) и несколько подтем, которые выносятся на государственный экзамен по английскому языку: "One's Background", "Higher Education", "The United Kingdom of Great Britain and Northern Ireland", "The Russian Federation", "Science and Technology". Темы разработаны на основе аутентичных текстов, подобранных из оригинальных источников и периодических изданий. В каждый из уроков-тем включены дотекстовые упражнения на активизацию лексического материала; текстовой материал, который сопровождается рядом упражнений, в том числе и коммуникативно-ориентированных; творческие задания для формирования навыков и умений общения в предложенных ситуациях; задания на аудирование (примерные тексты для аудирования даны в конце части II); шутки и стихотворения по теме урока. Часть III знакомит обучаемых с наиболее употребительными разговорными формулами и серией диалогов, направленных на развитие навыков и умений разговорной речи. Это поможет студентам правильно выбирать языковые средства в зависимости от ситуации общения. В части IV приводятся вопросники по изученным темам, которые могут использоваться для мониторинга (т. е. отслеживания реально достигаемых результатов), для самостоятельной работы, а также в качестве экзаменационного материала. С целью повышения мотивации и расширения кругозора студентов в пособие включены стихотворения, шутки, пословицы, высказывания известных людей. 3

Автор оставляет за преподавателями право свободного выбора в организации учебного процесса по овладению материалами данного учебного пособия, а также привлечения дополнительных аутентичных текстов для аудирования и самостоятельной работы студентов. Учебный материал рассчитан на 40 часов аудиторной и 40 часов внеаудиторной, т. е. автономной работы.

4

Part I. PHONETICS REFERENCE BOOK 1.

Сводная таблица чтения согласных

Буква и буквосо- Звук Положение в слове четание 1 2 3 b [b] bt [t] в конце слова [s] перед e, i, y [k] в остальных случаях c [∫] перед безударной гласной [ks] перед e, i, y cc ch tch

[k] [t∫] [k]

ch [∫] ck d dg f ften g gh

в остальных случаях

в словах греческого происхождения в словах французского происхождения

[k] [d] [-]

перед согласными

[d3] [f] [fn] [d3] перед e, i, y [g]

в остальных случаях

[-]

после au, ou, i и перед t

5

Примеры 4 but, bus, about, by, book, bed debt, doubt face, city, cycle, since, ice, space cap, cry, cut, copy, come, clock ocean, social, special, musician, ancient, racial accept, success, accent, accident occur, accord, accomplish, accumulate, occupy, occasion chess, rich, cheese, much kitchen, watch, catch school, architect, chemistry, character, archeology, technical machine, machinery, machinist black, sick, back, pack, neck, check date, made, end, decide, old grandmother, handsome, handkerchief bridge, knowledge, judge, porridge five, if, finish, face, family often, soften page, change, gymnasium, stage, suggest, technology go, green, , single, signal, negative weight, bought, caught, fought, daughter

1 gn h j k kn

2 [f] [n] [h]

после au, ou в начале и в конце слова

4 laugh, enough, cough, through foreign, sign, campaign he, his, have, hundred, heart

[-]

в начале и середине некоторых слов

hour, honour, honest, exhibition

m mb mn n ng nk p

[d3] [k] [n] [l] [-] [m] [m] [m] [n] [ŋ] [ŋk] [p]

ph

[f]

qu

[kw]

que

[k]

r

[r]

l

3

в начале слова в сочетаниях alm, alf, alk в конце слова в конце слова в конце слова в конце слова в словах греческого происхождения в словах французского происхождения

just, major, object, subject keep, kitchen, make, speak know, knee, knife, knock lake, late, light, listen, leg talk, calm, half, chalk miss, meal, seem, team, home climb, bomb autumn, column never, number, nobody, next, notice sing, song, interesting, thing drink, bank, ink, tank, thank pen, pencil, publish, top, apply phone, physics, philosophy, symphony, phase, alphabet queen, question, quick, quite, queue unique, technique red, ready, rain, sorry, trip, operation

6

1

2 [s]

s

3 в начале слова и после глухих согласных

[∫]

после звонких согласных и pens, bags, days, girls, boys гласных [z] между гласными these, cheese, please, nose, rose [s] class, pass, success, kiss, miss Russian, session, discussion, [∫] перед безударными ia, io commission decision, conclusion, revision, [3n] в конце слова invasion pleasure, treasure, leisure, measure [3e] [∫] перед e, i, y [s] перед e, i, y science, scientist, scene, scenery [sn] listen, fasten [sl] whistle, wrestling [t] ten, twenty, table, sit [θ] this, those, with, weather [ð ] this, those, with, weather demonstration, revolution, dictation, [∫n] attention [t∫ə] picture, future, lecture, culture [v] live, leave, voice, move, vase [w] win, want, water, wind, twins, swim when, where, why, what, which, [w] white, whisper, while [h] перед o who, whom, whose, whole [r] wrong, write, wrestling [z]

ss sion sure sh sc sten stle t th tion ture v w wh wr

4 see, son, sun, stand, stop, maps, cats, books, hats, caps sugar, sure

7

2. Буква и буквосочетание 1

Свободная таблица чтения гласных Звук 2 [ei] [æ] [æ] [o:]

a [a:] [a:] [ei] [a:] [o:]

ai, ay air al ar are au, aw au

[o] [ei] [єə] [a:] [a:] [єə] [o:] [a:] [o:]

Положение в слове 3 в открытом слоге в открытом слоге некоторых двусложных слов с буквой i в заударном слоге в закрытом слоге перед l плюс согласная, кроме m, f в некоторых словах перед n плюс согласная перед s, f плюс согласная перед ste, nge перед th после w, qu в открытом слоге и перед r в закрытом слоге

перед f, m

перед gh перед ght

Примеры

Исключение

4 place, came later

5 [æ] have, atom

habit, rabbit, vanish

[e] any, many

land, fact, carry

[a:] example

also, talk, salt

[æ] rally, shall

answer, France, can’t, chance, demand class, draft, ask, last

[æ] classic, mass, passive

taste, danger, change father, path, rather [æ] gather water, quarter, war was, want aim, aid, may, day air, pair, chair calm, palm, half car, part, garden care, careful cause, law, pause laugh daughter

8

[ei] wage, wake, wane [æ] wag, wax [e] says, said

[a:] are [a:] aunt

1 e

2 [i:] [e]

3 4 в открытом слоге we, eve, Pete в закрытом слоге get, settle, fell, egg

[i:]

tea, peace, meat

ea [e]

перед d, th, lth

[iə] ear ee eer ei ey, ei eigh er eu, ew

i

[ə:]

перед согласной

bread, breath, dead, death, head, health clear, hear, near earth, heard, learn

[i:] [iə] [i:]

5 [e] very, edit, medal [e] deaf, heavy, peasant, weapon [ei] break, great [iə] idea, real [i:] beneath, breath [a:] heart [iə] beard

green, free deer, engineer после c, s ceiling, conceive convey, grey, they, [ei] [i:] key obey, vein [ei] eight, neighbour [ai] height [ə:] в закрытом слоге term, person, emerge [a:] clerk [ə:] were [iə] в открытом слоге here, serious [єə] there, where [ju:] Europe, feud, new [ai] в открытом слоге fine, life, time [i] give, live [i] в закрытом слоге sit, little, written в открытом слоге [i] с i или y в civil, city, limit [ai] tiny безударном bind, find, child, [ai] перед ld, nd [i] wind wild в словах machine, police, [i:] французского prestige, regime происхождения [ai] guide [-] после u cruise, fruit, juice [i] guilty

9

1 ie igh ir ire

2 3 [i:] перед согласной [ai] [ə:] [aiə] [ou] [o] [ou]

o [Λ]

oa oar oi, oy oo oor

[ou] [ou] [o:] [oi] [u] [u:] [uə] [o:]

or [ə:] ou, ow

ou

4 achieve, brief, chief sigh, high, night shirt, bird, firm fire, tired no, note, home, в открытом слоге open, close в закрытом слоге hot, bottom, horror перед l плюс old, cold, folk, told согласная another, above, among, brother, перед m, n, v, w, come, done, govern, th London, Monday, month, none, won перед st most, post boat, coat, float board, coarse, hoarse boil, soil, boy, enjoy перед k book, look cook в конце слова и too, tool, moon, soon перед i, m, n moor, poor в закрытом и for, order, port, открытом слогах morning после w

[au] [Λ] [u:]

word, work, world round, sound, now

в некоторых словах, в том числе в словах французского происхождения

double, country, couple, courage group, rouble, soup

10

5 [e] friend

[u:] do, move [o] gone, body

[o] cost, frost [o:] broad

[o:] worn [Λ] worry

1 ou ough our, ower ow

2 [Λ] [ou] [o:] [auə] [au] [ou]

3 перед gh перед l перед t в середине слова в конце слова

[ju:] в открытом слоге

ue ui ur y yr

5 [au] plough [ou] though

[i] busy [Λ] study

в открытом слоге после j, l, r [Λ] в закрытом слоге в закрытом слоге [u] после b, f, p после g перед [-] ударной гласной в конце слова под [ju:] blue, clue, due ударением [u:]

u

4 enough, rough, tough poultry, shoulder bought, brought our, power down, now, town grow, know, low use, student, music future June, include, rule, true bus, subject, current bullet, brush, full, pull, push, put guarantee, guard, guess, guide, guilty

[ju:] [u:] [ə:] [juə] [ai] [i] [j] [ə:] [aiə]

suit перед j, r в закрытом слоге в открытом слоге в открытом слоге в закрытом слоге перед гласной в закрытом слоге в открытом слоге

cruise, fruit, juice burn, curl, turn pure, cure by, type, cycle myth, system yoke, beyond Myrch, myrtle tyrant, tyre

11

suite [swi:t] [-] guide, guilty [ju:i] suicide, tuition [ui] ruin, fluid [uə] sure, [e] bury

EXERCISES

I. Spell the words: what, young, chalk, page, switch, social, knife, quarter, union, why, parents, experiment, yesterday, pleasant, accept, space, keeps, exam.

II .Read the words: a) see, reads, please, keeps, teacher, three, easy, space, climate, mice, guide, gate, general, guest, liquid, centre; b) girl, third, turn, furniture, surname, learn, party, dark, morning, before, town, air, tired, here, chair; c) chalk, which, who, wrong, know, phase, comb, science, listen, lecture, discussion, initial, Russian, bought, debt, foreign, chemistry.

III. Read the pairs of words, mind the stress noun culture economy history policy industry theory revolution nation

adjective cultural economical historical political industrial theoretical revolutionary national

verb export import organize demonstrate coordinate illustrate integrate combine

noun export import organization demonstration coordination illustration integration combination

IV. Read the words with vowels in different positions. Aa

[ei] name late

[æ ] tram map

[a:] hard dark

[εə ] share rare 12

[ə] a`go a`bout

game plane fate

stand plan factory

Ee

[i:] she we be week repeat Ii/Yy [ai] time type my fly fine Uu

Oo

[e] get egg fell let ten [i] ill wish milk system syntax

[ju:] use student union human pupil [ou] home hope note nose smoke

[Λ] under fun uncle butter supper [o] not clock fond dog shop

start party farm

care compare prepare

`sofa a`bove `legal

[ə:] her term verb serve person [ə:] sir bird girl dirty Byrn

[iə] here mere sphere material period [aiə ] fire lyre hire tired satire

[i] [ə] be`gin re`turn `ticket `sister `absent [i] `engine `sorry `family `music `public

[ə:] burn burst Turkey return furniture [o:] nor North sport lord short

[juə] pure cure during curious secure [o:] more shore explore before store

[ə] suc`cess `difficult u`pon `product `cucumber

[ou] to`mato `photo `metro `negro `zero

V. a) Compare the pronunciation of the vowels in the following words: [i:] - [i] teen tin

[i:] - [e] see set

[i:] - [ə:] we were 13

[e] - [æ] men man

hear beat peak seat

hit bit pick sit

meat meet read lead

[a:] - [o:] star store far for mark more park pork farm form

melt met red led

see team weak niece

[a:] - [o] sharp shop last lost heart hot clerk clock dark dock

sir term work nurse

bed send lend then

bad sand land than

[Λ] - [o] sun song cut cot none non dull doll front from

b) Compare the pronunciation of consonants in the following words: [p] - [b] pea bea pie buy cap cab pride bride

[k] - [g] crew grew dock dog pick big come gum

[t] try true late set

[d] dry drew laid said

[f] - [v] few view safe save leaf leave knife knives

VI. Practise the pronunciation of the following words: a)

[t] - [ð] at - this but - that just - this what’s - this

[v - w - w - v] very - well

[ð - z - z - ð ] this is - is this

very - worried win - victory wet - weather

that is - is that there is - is there there was - was there

[ð - s - z - Ө] this is that thing that is the truth those three months these thousands of thanks

[r] there W is there W are where W is for example 14

near W it more W active a pen or W a pencil? what colour W is the pen?

b)

[s] - Mike’s flat, student’s decision, students’ decision, accountant’s papers. [z] - girl’s doll, engineer’s map, country’s flag, this year’s plan, people’s will, the family’s friends. [iz] - Max’s books, Mr. Fox’s car, Mrs. Patch’s husband. [s] - speaks, helps, sits, breaks, costs, eats, writes, fights, keeps, makes, sleeps, translates. [z] - reads, leaves, gives, goes, becomes, says, drives, flies, knows, pays, spoils, sends, tells. [iz] - teaches, freezes, kisses, discusses, loses, watches, sneezes. c) [d] moved, solved, lived, smiled, played, seemed, shaved, closed, answered, opened, considered, joined, enjoyed, carried, occupied, recognized, examined, organized, turned. [id] translated, visited, waited, elected, consisted, studied, decided, intended, founded, wanted, crowded, surrounded, wounded, landed, included, greeted, reflected, represented. [t] - asked, worked, walked, helped, liked, missed, discussed, furnished, passed, reached, picked, published, announced, placed, developed, finished.

VII. Read the words. Mind the pronunciation, spelling and meaning. a) lead - lid, seek - sick, feel - fill, leave - live, seat - sit, eat - it, lark - luck, dark duck, charm - chum, pool - pull, fool - full, food - foot, chalk - chock, port - pot, court - cot, board - body, raw - wrong. b) our - hour, peace - piece, cent - sent, knew - new, too - two, sea - see, there their, whole - hole, fool - full, be - bee, flower - flour, week - weak.

VIII. Read the sentences several times. Mind the pronunciation of vowels and consonants. Which is which? We were very worried. She was wearing silver ear-rings.

Out of sight out of mind. Fight fire with fire. It’s never too late to learn. 15

Where’s the railway timetable? What are you waiting for?

Never judge from appearances.

IX. Read the following sentences with the proper pronunciation.

a) Is this a & pencil? `Is this a & black pencil? `Are `these & pens? `Are `those `pens & too? `Is this & salt? `Is there any & butter on the plate? `Do you `want to & eat? `Have you ever `been to St. & Petersburg? `Did you `come `home & late yesterday? b) A & picture, a & book and a & pen are on the ( table. There is a & table, six & chairs and an ( armchair in this room. I `like to play & football, & volleyball, & basketball and ( handball. In the & South I’ll & swim, `lie in the & sun and `play ( volleyball. c) On the & wall opposite the & window `there is a `large ( map. On the & shelves you can `find many & books in `all `foreign ( languages. The & apples that are on the & plate are ( ripe. Canada which is situ`ated to the `North of & America is a ( big country. d) `Is this a & bed or a ( sofa? Are these & books or ( notebooks? `Is this a & good car or a ( bad car? Are these & big houses or ( small houses? `Is the `day & long or ( short? `Is the `school & new or ( old? Is there a & TV set or a ( radio set in the room? e) He is a ( foreigner, & isn’t he? You are ( not a Londoner, & are you? Your `friend has just `returned from ( London, You’ll `do your ( best, & won’t you?

16

& hasn’t he?

X. Read the following tongue-twisters. We wonder whether the weather in the North is worse than the weather in the South. * * * We wonder whether the weather will weather the weather. Or whether the weather the whether will kill?

* * * Never trouble trouble Till the trouble troubles you. It only doubles trouble, And troubles others too. * * * If a white chalk chalks on a black blackboard, will a black chalk chalk on a white blackboard? * * * Robert Rowley rolled a round roll round, A round roll Robert Rowley rolled round; Where rolled the round roll Robert Rowley rolled round?

* * * She sells sea shells on the sea shore. The shells that she sells are sea shells, I’m sure.

* * * There was a man, and his name was Dob, And he had a wife, and her name was Mob, And he had a dog, and he called it Cob, And she had a cat, called Chitterabob. Cob, says Dob. 17

Citterabob, says Mob. Cob was Dob’s dog, Chitterabob Mob’s cat.

* * * Swan swam over the sea, Swim, Swan, swim; Swan swam back again, Well swum, Swan.

18

PART II. TOPICS FOR DICUSSION

TOPIC 1: ONE`S BACKGROUND

I. Revise the words and expressions: The Family

Семья

relations/relatives родственники near, distant relations близкие, дальние родственники grandparents: grandfather, grandmother дедушка, бабушка grandchildren: grandson, granddaughter внуки: внук, внучка parents, a parent родители father, mother отец, мать stepfather, stepmother отчим, мачеха children дети son, daughter сын, дочь stepson, stepdaughter пасынок, падчерица orphan сирота brother, sister брат, сестра twins: twin brother, twin sister близнецы elder, eldest brother, sister, etc. старший, самый старший брат, сестра, т.д. half-brother, half-sister брат, сестра только по одному из родителей stepbrother, stepsister сводный брат, сестра uncle, aunt дядя, тетя nephew, niece племянник, племянница cousin двоюродный брат, сестра in-laws родственники со стороны мужа или жены father-in-law, mother-in-law отец, мать мужа или жены son-in-law, daughter-in-law зять, невестка brother-in-law, sister-in-law брат, сестра мужа или жены 19

Marriage, etc.

Женитьба, замужество

single/unmarried bachelor to get, be engaged to break off an engagement an engagement ring

неженатый, незамужняя холостяк быть помолвленным (-ой) разорвать помолвку кольцо, подаренное во время помолвки francé, fiancée жених, невеста to marry smb., to get married to smb жениться на ком-то, выходить замуж за кого-то to get married at a register office, in church жениться в отделе записи актов гражданского состояния, в церкви wedding бракосочетание wedding reception свадьба wedding ring обручальное кольцо wedding anniversary годовщина свадьбы bride, bridegroom невеста, жених (новобрачные) a newly-married couple новобрачные honeymoon медовый месяц marriage брак to be married to smb. жениться на ком-то, выйти замуж за кого-то a married couple супружеская пара муж, жена husband, wife to be expecting a baby ждать ребенка to have a baby (in a maternity hospital, родить ребенка (в at home) родильном доме, дома) to get, be divorced быть в разводе widow, widower вдова, вдовец

20

From Birth to Death

От рождения до смерти

date of birth When were you born? birthday When is your birthday?

дата рождения Когда ты родился? день рождения Когда у тебя день рождения? младенец ходить в ясли ходить в детский сад единственный ребенок детство пойти в первый класс ходить в школу становиться взрослым воспитывать (ребенка) быть молодым, среднего возраста, пожилым подросток юность молодые люди, молодежь

baby to attend, go to a nursery to attend, go to a kindergarten an only child childhood to start school to attend, go to school to grow up to bring up (a child) to be in one’s early, mid, late teens teenager youth young people, youth a grown-up, grown-up (adj.) an adult, adult (adj.) middle age, middle-aged (man)

взрослый человек, взрослый совершеннолетний человек средний возраст, (человек) среднего возраста старость похороны завещание оставить кому-то что-то по завещанию

old age funeral will to leave smb. smth. in one’s will

21

Miscellaneous

Разное

Christian/ first name surname nickname a child of ten, etc. a ten-year-old child, etc. to be ten, etc. (years of age, years old) at the age of ten, etc. curriculum vitae

имя фамилия прозвище ребенок десяти, т.д. лет десятилетний, т.д. ребенок быть в возрасте 10, т.д. лет в возрасте 10, т.д. лет автобиография

II. Form sentences incorporating the definitions given below: Model: your mother’s father My mother’s father is my grandfather. 1. your parents’ parents 2. your children’s children 3. your mother and father 4. your father’s late wife ( not your natural mother) 5. your husband’s daughter by a previous marriage 6. the son of your mother’s later husband 7. your father’s brother 8. your father’s sister 9. your sister’s son 10. your sister’s daughter 11. your aunt’s son 12. your aunt’s daughter 13. your husband’s mother, father, brothers and sisters (collectively) 14. your husband’s mother 15. your husband’s father 16. your daughter’s husband 22

17. your son’s wife 18. your wife’s brother 19. the girl you are engaged to 20. the man you are engaged to 21. the man you are married to 22. the woman you are married to 23. the date on which you were born 24. the annual return of the date on which you were born 25. the annual return of the date on which you got married

III. Give a word or expression for the following: Model: a child who is ten years old – a ten-year-old child 1. those to whom one is connected by ties of marriage and birth 2. a child whose parents are dead 3. a brother who is older then you 4. an unmarried man 5. to enter into an agreement to smb. 6. an office where births and deaths are registered and marriage ceremonies performed 7. a marriage ceremony and the celebrations connected with it 8. a ring worn to show that one is married 9. a woman on her wedding day 10. a man and woman who have recently got married 11. the holiday spent by a man and a woman who have just got married 12. two children born at the same time of the same mother 13. to bring one’s marriage to an end by law 14. a woman whose husband is dead 15. a man whose wife is dead 16. a place where small children are looked after while their parents are at work 17. a child who has no brothers and sisters 18. to rear and educate a child 19. a boy or a girl between the ages of thirteen and nineteen 20. the period between childhood and maturity 23

21. a person who has reached his or her full size and strength 22. the time of life between youth and old age 23. a person over 60 or 65 years of age who receives a pension 24. a written statement in which a person lays down how his property shall be distributed after his death 25. a name given instead of, or in addition to, the real one 26. a brief written account of one’s life and career, used when applying for a job, a place at university, etc.

24

Text 1A . AN INTERVUE

Read the text and do the exercises

(Mr. Leonard Morris, an Englishman in his mid thirties, is sitting in his room on the third floor of the hotel «Rassia» in Moscow writing postcards. He is tall and thin and has a rather long, narrow face, pale-blue eyes and blond, curly hair. He is wearing a brown jacket, dark-gray trousers. There is a knock at the door.)

Morris: Come in! (A young man in his early twenties enters. He is of medium height but heavily built. He has green eyes and reddish hair, which is cut shot and worn without a parting. He wears thick, horn-rimmed glasses. He is dressed in a green sports jacket, light -gray trousers, an open -necked shirt and light-brown sandals.) Smirnov: Excuse me, are you Mr. Morris? Morris: Yes, I am. Can I help you? Smirnov: I hope so. An acquaintance of yours, Mr.Smolin, said he thought it would be all right if I came to see you here. But first of all I’d better introduce myself. My name is Ilya Smirnov. I’m a reporter. Morris: I beg you pardon, I didn’t quite catch your surname. Would you mind repeating it? Smirnov: Smirnov. Morris: How do you spell it? Smirnov: S, M, I, R, N, O, V. I must apologize for disturbing you like this, Mr. Morris. Morris: Oh, that’s all right, Mr. Smirnov. I’m pleased to meet you. Won’t you sit down and tell me what I can do for you? Smirnov: I’ve just finished translating the article you wrote for our paper on the English education system. Your article will appear next week, and the editor would like to add a brief biographical sketch of the author. Would you mind answering a few questions about yourself? Morris: Not at all.

25

Smirnov: That’s very kind of you. When can you spare the time? Would today be convenient? Morris: I’m afraid I’ve only about three-quarters of an hour to spare now. Will that be long enough? Smirnov: I should think so. I’m very grateful to you for your help. Morris: Don’t mention it. Shall we begin then? Smirnov: What’s your full name, and where and when were you born? Morris: My name is Leonard Stephen Morris. I was born in 1965 in Exford, an industrial town in the Midlands of England. Smirnov: By the way, is it usual for British people to have two first names? Morris: Oh, yes. In fact, some have as many as three or four Christian names, and lots of people have a nickname too - especially teachers. Smirnov: What sort of place is Exford? Morris: It’s a town of about 70,000 inhabitants. Its chief industries are engineering, shoe manufacturing and coal mining, though the mining industry has declined rapidly in recent years and over half the pits have been closed. Smirnov: Are your parents both alive? Morris: Yes, they are. They live in Exford - like most of my near relations. Smirnov: What does your father do for a living? Morris: He’s an electrician at a big electrical engineering works. Smirnov: Does your mother go out to work? Morris: Yes, but only part time. She’s a nurse. Smirnov: Are your parents active in labour movement? Morris: Yes, they are. They’re both members of the Labour Party. But they are not as active as they used to be. My father is very disillusioned with the Labour Party. He concentrates most of his energies on his trade union work nowadays.

(At this moment Mr. Morris’s wife comes into the room. Mrs. Morris is in her late twenties. She is small, slim and well-proportioned. She has black, wavy hair, brown eyes and a dark complexion. She is wearing a smart navy-blue costume, a white blouse with lace cuffs, and white high-heeled shoes. Morris introduces Smirnov to his wife. Mrs. Morris says that she has to go to the bookshop to collect a book she has ordered as a birthday present for a friend of hers and reminds her husband that they will have to be leaving in about half an hour to attend a wedding reception. She leaves and Mr. Morris and Mr. Smirnov continue their talk.) 26

Smirnov: Have you any brothers or sisters? Morris: Yes, one brother and one sister. They’re twins, by the way. My brother is a bachelor and lives with my parents. He’s the manager of a big Co-op supermarket in Exford. Smirnov: Is your sister single too? Morris: No, she’s married and has two children. My nephew, David, is five years old. He starts school this September. My niece, Margaret, is three. Smirnov: Does your sister go out to work? Morris: No, she’s a housewife. She used to work as a typist but now she has to stay at home and look after the house and the children. Smirnov: What does your brother-in-law do? Morris: He’s a draughtsman. He works for a big American electronics company which has a number of factories in Britain. Smirnov: Well, I think that’s enough about your family. Let’s turn to you once more. You attended school in your home town, I suppose. Morris: Yes, I went to a state primary school from the age of five to eleven. I was fortunate enough to pass the eleven plus and went on to the local grammar school. I took and passed the usual examinations - General Certificate of Education O and A levels - and then in 1984 I went to the University of Leeds. I studied English, with French and History as subsidiary subjects in the first year. I graduated in 1987 with the degree of Bachelor of Arts with First Class Honours. I stayed on as a postgraduate and got the Master of Arts degree in 1989. Then I did a one-year course in Education and became a teacher. Smirnov: What special interests did you have outside your studies? Morris: My main interests were cultural and political. I was a member of a number of students’ clubs or societies - the Film Club, Jazz Club, English Society, and so on. I also played cricket and tennis occasionally. Smirnov: Did you get a grant while you were studying? Morris: Yes, I did. Smirnov: Was it enough to live in? Morris: Just about. My parents helped me, of course, and I worked during the vacations. At Christmas I worked at the Post Office as a temporary postman; in summer I did various jobs: I worked as a clerk in an office, a shop assistant in a greengrocer’s, a labourer in an engineering factory, and a bricklayer’s mate on a building site. Smirnov: What’s your present job exactly? Morris: I’m a deputy headmaster of a comprehensive school in Coventry. 27

Smirnov: Is your wife a teacher too? Morris: Yes, she is. She teaches French and Russian at the same school. We got married in 1990 and spent our honeymoon in St. Petersburg, by the way. Smirnov: So this isn’t your first visit to Russia. Morris: Oh no, my wife and I have been here several times. The first time was in 1988. My wife - or rather my fiancee, for we were only engaged then - had to interpret every word for me, but I’ve picked up enough Russian for everyday needs in the meantime. Smirnov: Have you any children? Morris: Yes, two boys. One six and the other seven and a half. Smirnov: Have you brought them with you? Morris: No, they’re staying with my mother-in-law in Coventry. She’s a widow and an old-age pensioner and loves looking after her grandchildren, even if it is rather strenuous. Smirnov: Well, Mr. Morris, I think I’ve taken up enough of your valuable time. Thank you very much for being so helpful. Morris: Oh, that’s all right. It’s been a pleasure. Smirnov: Good-bye, Mr. Morris. Give my best wishes to your wife and, once more, many thanks. Morris: Good-bye.

28

EXERCISES:

I. Replace the adjectives in italics by the adjectives which are opposite in meaning. Mr. Jenkins is in his late thirties. He is small and thin. His thick, dark, straight hair is always extremely untidy. Today he is wearing dark-grey trousers, a white nylon shirt, a bright-green pullover and brown shoes with very thin soles. His wife has a rather wide face, deep-brown eyes, black hair and a fair complexion. Today she is wearing a shabby green costume and low-heeled shoes.

II. Fill in the blanks in the sentences using the appropriate words and word combinations from the following list: (main (-ly); medium; reddish; brief (-ly); convenient (-ly); grateful (-ly); industrial (-ly); rapid (-ly); part-time; single; ordinary (ordinarily); fortunate (-ly); local (-ly); subsidiary; occasional (-ly); spare; temporary (temporarily); several; everyday; strenuous (-ly); helpful (-ly): 1.I’d like to talk to you. Would tomorrow afternoon be ...? 2.I wrote him a ... note explaining why I wasn’t there. 3.My sister-in-law only works ... because she has three children. 4.The old-age pensioner smiled ... at the man who helped her off the bus. 5.The ... industry in my hometown is steel making. 6.The electronics industry has developed ... in the last few years. 7.The new shop assistant has ... hair. 8.I’d like a ... -sized packet of frozen pears, please. 9. His father is the editor of the ... newspaper. 10. When he was ... he could afford to spend much more money on clothes. 11. In England it is a ... sight to see children delivering newspapers. 12. The car skidded and hit a tree, but ... no one was hurt. 13. Rowing is one of the most ... sports I know. 14. Many women students get ... jobs at big department stores during the vacations.

29

15. ... people have recommended me to try the new greengrocer’s in Sloan Street. 16. I usually buy bread at the supermarket but ... I get it at a bakery in town. 17. The staff at the travel agent’s are very ... . 18. She spends most of her ... time training in the gymnasium. 19. All students have to take at least two ... subjects in their first year. 20. It was ... that there was no one in the school when the fire broke out. 21. This stretch of motorway is under repair and is ... closed to all traffic.

III. Answer the questions on the text: 1. How old is Mr. Morris? 2. What is he doing when he hears a knock at the door? 3. What does Mr. Morris look like? 4. What is he wearing? 5. How old is Ilya Smirnov? 6. What does Mr. Smirnov look like? 7. How is he dressed? 8. What’s Mr. Smirnov’s job? 9. What is Mr. Morris’s newspaper article about? 10.What does the editor want to publish together with the article? 11.When was Mr. Morris born? Is it usual for English people to have two Christian names/ first names? 12.What are Exford’s chief industries? 13.What does Mr. Morris’s father do for a living? 14.Does Mr. Morris’s mother go out to work? 15.What does she do? 16.What does Mrs. Morris look like? 17.What is she wearing? 18.What does she collect from the bookshop? 19.Has Mr. Morris any brothers and sisters? 20.Is Mr. Morris’s brother married? 21.What is his job? 22.Is Mr. Morris’s sister single? 23.Does she go out to work? 24.When do children start school in Britain? 30

25.What examination did Mr. Morris have to pass before he could go to a grammar school? 26.What exams did he take at grammar school? 27.Which university did he go to after leaving school? 28.What was his main subject? 29.What subsidiary subjects did he take in his first year? 30.What degrees was he awarded? 31.What did he do after getting his M.A.? 32.Did he have to pay for his studies himself? 33.What did he do in the Christmas vacations? 34.What temporary jobs did he have in the summer vacations? 35.What is Mr. Morris’s present job? 36.When did he get married? 37.Where did he and his wife spend their honeymoon? 38.Does Mr. Morris speak Russian? 39.Who are Mr. and Mrs. Morris’s children staying with?

IV. Translate the following sentences into English, wherever possible using words and expressions taken from the texts. 1. Господину Диксону около 45 лет. 2. В комнату вошла молодая симпатичная женщина с длинными светлыми волосами. Она была одета в темно-синюю юбку и белую блузку. 3. Извините, не могли бы Вы сказать, который час? 4. Один из моих знакомых работает в банке. 5. Могу я задать Вам несколько вопросов? 6. Извините, я не расслышал, что Вы сказали. Повторите, пожалуйста. 7. Как пишется Ваша фамилия? Не могли бы Вы произнести её по буквам? 8. Где и когда Вы родились? 9. Кем работает муж Вашей сестры? - Главным редактором местной газеты. 10.Ваша жена работает? - Да, но не полный рабочий день. 11.Я иду сегодня в кино. Не хотите пойти со мной? 12.У Вас есть сестры и братья? 13.Он работает управляющим в большом универмаге. 31

14.Он холостяк? - Нет, он женат уже два года. 15.Раньше моя жена работала библиотекарем, но сейчас она домохозяйка. 16.Я окончил университет 5 лет назад. 17.Вы получали стипендию? - Да, конечно. 18.Несколько месяцев назад они объявили о своей помолвке и вот, наконец, поженились. 19.Вы взяли с собой детей? - Да, они с нами. 20.Извините, что занял у Вас так много времени. - Ничего, не беспокойтесь. 21.Огромный привет Вашей жене. Еще раз спасибо за помощь.

V. Retell the text on the name of: a) Mr. Morris-senior; b) Mr. Morris; c) Ilya Smirnov.

VI. Make up a dialogue between Ilya Smirnov and the editor.

VII. a) Make a list of general questions using the following phrases: Example: to be a student - Are you a student? 1. to start school at the age of ...; 2. to be a member of any youth organization; 3. to attend a secondary school; 4. to get a grant; 5. to be engaged; 6. to be married; 7. to have brothers and sisters; 8. to have a job before coming to the university; 9. to live with the parents; 32

10.to live alone; 11.to have a nickname; 12.to speak any foreign language; 13.to like learning English; 14.to be interested in sport; 15.can play chess; 16.can play a musical instrument; 17.to be abroad; 18.to smoke. b) Ask one of your groupmates these questions. Note the answers. c) Write some sentences using the received information. Don’t use the personal name in your sentences. d) Pass your sentences to the teacher who will read them to the group. The group has to guess who the sentences are about.

Text 1B. The Richest Man in the World.

Read the text and do the exercises given below.

Everyone has head about Bill Gates, the icon of American business and the richest man in the world. Microsoft, the business he started with a friend in 1975, has become the world’s largest computer software company. Also the company is in big trouble today – the US government has broken it up – experts say it will remain successful. Bill Gates was born on the 28th of October 1955 in Seattle, USA. Seattle was once famous for producing Boeing aircraft, but is now better known as the home of Microsoft. From his parents Bill got a good business sense and a quick mind. His father is a lawyer and his late mother was a teacher and then a company director. At school Bill soon showed that he was very intelligent. His favourite subjects were Maths and Science. At 13 he got interested in computers. Bill Gates and his

33

friend Paul Allen were soon spending all their time writing programmes and learning about computers instead of doing their homework. After finishing school in 1973, Bill went to Harvard, America’s most famous university. Most of the time he worked on the computers in the university laboratory. The next year, he and Paul Allen wrote an operating programme for the Altair, one of the world’s first microcomputers. Bill knew, even then, that he would revolutionize the world of computing and he left Harvard before finishing his studies. The two friends started Microsoft in 1975, and very soon it became a business success. In 1980, Gates bought a small company that produced an operating system called DOS. He made some changes to it and renamed it MS-DOS. He sold the rights to use this system to IBM. Since 1980 MS-DOS has been the standard operating system for all PCs. Microsoft has also developed such well-known programmes as Windows, Excel and Internet Explorer. Bill’s dream to computerize everything – TVs, telephones, lights, even the way you cook dinner… One reason for his success is that Bill has always been very ambitious and hardworking. This hasn’t left him much time for a normal personal life, but in 1994 he married Melinda French, a Microsoft employee. The couple has two children: a daughter, born in 1996, and a son, born in 1999. bill Gates has written two books, The Road Ahead (1995) and Business and the Speed of Thought (1999). Both books are bestsellers. Bill hasn’t got much free time, but when he has a chance he likes playing golf and bridge. He is also fond of reading about science. For such a rich person, his life is simple, and he spends very little on himself. When it comes to helping others, though, Gates is very generous. The Bill and Melinda Gates Foundation has already given $300 million to charity, and he says he plans to give away almost all of his wealth when he retires.

N 1. 2. 3. 4.

o

t

e

s

:

icon [`aikon], n – идол, кумир break up, v - разделить quick mind - сообразительность late, adj - покойная 34

5. 6. 7. 8.

When it comes to … - Когда дело доходит до … foundation [faun`dei n], n - фонд charity [`t riti], n -благотворительность retire [ri`tai ], v - уходить на пенсию

EXERCISES

I. Choose the right word or word combination. 1. From his parents Bill Gates got … a) a large fortune; b) a good business sense; c) a pair of microcomputers. 2. At school Bill spent most of his time … a) doing his homework; b) reading books; c) learning about computers. 3. Many years ago Bill Gates bought a small company that produced … a) microcomputers; b) operating systems; c) operating programmes. 4.When Bill Gates has got free time he … a) plays golf and bridge; b) listens to music; c) plays with his children.

II. 1. 2. 3. 4. 5.

Complete the sentences.

At school Bill’s favourite subjects were … Bill left Harvard before finishing his studies as … Bill’s dream is … One reason for Bill’s success is … Bill is very generous when …

III.

Give your impressions of:

1. Bill’s childhood; 2. Bill’s character; 3. the Gates family; 4. Bill Gates’ way of living. 35

IV.

Think and answer.

1. What education has Bill Gates got? 2. How was Microsoft started? 3. What are Bill Gates’ plans for future?

V.

Retell the text on the name of:

1. Melinda Gates, 2. Paul Allen, 3. Bill Gates.

VI. Dramatize the talk between Bill Gates and Paul Allen.

VII. Make up a short summary of the text.

Audial Practice Listen to the text and define, which the most accurate summary of the text is: 1.Bernard and Francois Baschet have spent a large part of their lives making new kinds of musical instrumens. 2.The Baschet brothers both work at inventing new musical instruments and teaching children to play them. Bernard and Francois Baschet have recently begun working with new musical instruments: they invent them, teach children to play them, give concerts and set up exhibitions.

36

Think and Do

I. Revise any proverbs or sayings on the topic. Comment them on.

II.

Use the following scheme while speaking about:

a) a friend of yours, b) yourself.

III.Write a brief account of your life up to the present days.

IV.One student chooses a well-known person, either living or dead, and studies his or her biography. The remaining students try to discover the identity of the person asking questions that demand yes/no answers.

Model: Are you a man? Are you a woman? Are you young? Do you live in Great Britain? Do you write verses? Are you a politician?

37

V Discuss whether it's a good idea for students to get married before completing their studies?

VI. Comment on the following statement:" The family and family life will become less important in future."

38

Just for fun

He (after a quarrel, bitterly): “I was a fool when I married you!” She (quietly, about to leave the room): “Yes; but I thought you would improve!” * * * Lady (at a party): “ Where is that pretty maid who was passing out cocktails a while ago?” Hostess: “Oh, are you looking for a drink?” Lady: “No, I’m looking for my husband.” * * * “Dear Editor, one night I came home and found my wife in the arms of a man who owes me money. Have I grounds for divorce?” Answer: “The man was just paying a little interest to your wife.” * * *

Poem to Enjoy

A Word to Husbands Ogden Nesh To keep your marriage brimming With love in loving cup, Whenever you’re wrong, admit it; Whenever you’re right, shut up.

39

TOPIC 2: HIGHER EDUCATION

I. Revise the words and expressions to enter higher education, but to get to higher school freshman, n to be anxious to do smth. to be frank

поступить в высшее учебное заведение первокурсник очень хотеть сделать что-то если говорить откровенно, начистоту отметка, оценка провалиться на экзамене отстать от кого-то в чем-то догнать рассчитывать на кого-то, что-то с отличием не по существу сдавать (материал на проверку преподавателю) выпускные экзамены обязательный, принудительный обучение специализироваться по какому-либо предмету

grade, n to fail an exam to get behind smb. with (in) smth. to catch up (caught), v to count on smb./ smth. with honours beside the point to turn in, v

finals, n compulsory, adj. tuition, n to major in smth.

II. Give a word or expression for the following. the exams taken at the end of the whole course of study to specialize in some subject the education which every person must get to hand in some assignment to a teacher something being not to the point 40

to graduate from university with the best grades a person who studies at the first course to be eager of doing smth. to be honest

III. Match English and Russian equivalents. 1.beside the point 2.finals 3. a freshman 4. to turn in a work 5. to get behind 6. with honours 7. to major in 8.to be frank 9. to catch up with the group 10. to be anxious to do

1.очень хотеть сделать 2. с отличием 3. не по существу 4.специализироваться 5.если говорить откровенно 6.выпускные экзамены 7.догнать группу 8.сдать работу 9.отстать 10.первокурсник

41

TEXT 2A. A STUDENT IN ECONOMICS

Read the text and do the exercises. Charlie Wintage ran up the steps of the Administration Building, hurried through the revolving doors and walked down the long hall to the Dean of Men’s office. He was ten minutes late. Before he opened the frosted-glass door he took out a pair of amber- coloured spectacles and put them on. Then he went in and handed this summons to the secretary. «The Dean will see you in a moment», she said. «Please take a chair.» Charlie sat down and gave a glance about the office. Three freshmen holding their caps were waiting with him. He recognized none of them, so he picked up a week-old copy of a newspaper and started reading it. But the room was warm and he immediately went to sleep. The newspaper slipped down on the floor. His ambercoloured spectacles hid his eyes and no one could see that they were closed. He was awakened by the secretary shaking him. «Wake up and pay for your bed, old man!» one of the freshmen called and everyone laughed heartily. «I sort of drowsed off. It’s so nice and warm here», Charlie said, apologizing to the secretary. The Dean of Men got up as he entered and said: «Ah, this is Charlie Wintage, isn’t it? How do you like the university by now, Wintage? Eyes troubling you?» «Pretty well, sir. Yes, sir, a little. I wear these spectacles.» The secretary brought his folder and the Dean looked through it briefly. «Well, Wintage, I suppose you’re anxious to know why I sent for you. The unpleasant truth is, Wintage, you don’t seem to be doing well in your studies. Now, to be quite frank, Wintage, you’re on the verge of flunking out. Less then a third of the semester remains, and you have an F grade in English and D grades in Psychology and Military Training. On the other hand, you have an A average in Spanish and a B in Economics. Wintage, how do you account for your failing English when you are an A student in Spanish?» «To tell you the truth, sir, I got behind in my written work in English, and I’ve never been able to catch up. And I don’t really have to study Spanish. My father is a railway section foreman in my home town and he’s always had a gang of Mexicans working for him. I’ve been speaking Spanish ever since I was a kid.» «How about this B in Economics? That’s a fairly high grade.» 42

«Yes, sir. Our economics professor doesn’t give exams. Instead he gives everyone a B until he calls for our term papers. And the grade you get on your term paper is your semester grade. We have to do a lot of outside reading for the term paper. But I’m counting on keeping that B in Economics.» «That’s fine, Wintage. But it appears to me that it’s high time you were getting busy on some of the other grades too. You have an unusually high grade at your entrance exams. Graduated from high school with honours. What’s the trouble, Wintage?» «I don’t know, sir, except I work at night at a café.» «How many hours do you work?» «Ten hours, sir. From nine till seven. The café stays open all night.» «Very interesting, Wintage. But don’t you suppose that it would be advisable to cut down a bit on this outside work and attend a little more closely to your studies?» «I couldn’t work fewer hours and stay in school, sir. I pay my room rent and I’ve been paying out on a suit of clothes.» «Can you arrange for a little financial support from home?» «No, sir. I’m afraid not. I have two brothers and two sisters at home younger then I am. It wouldn’t be right for me to ask my father to send money out of what he makes.» «I see, but all this is beside the point. We’ve here to discuss the state of your grades, Wintage. As you must know, any student who turns in less than half his work is automatically suspended from the university and must return to his home. Now one more bad mark and you’ll go, Wintage.» «I’d hate to have to go back home like that. You know there are not many jobs nowadays, sir.» «Well, unless you can alter your circumstances, I suggest that you withdraw from the university at once.» «I believe I’ll try to stick it through, sir. I’ll try to remove the F and D grades and may be I can luck through on my finals.» (After George Milburn)

N o t e s: Dean of Men’s office - преподаватель-воспитатель, ведущий работу среди мужчин-студентов. 43

I sort of drowsed off. - Я вроде бы задремал. to flunk out (American) - быть исключенным за неуспеваемость F grade - самая низкая оценка, которую студент получает за свои знания в колледже, университете. A grade - самая высокая оценка. to be suspended - быть исключенным I can luck through on my finals. - Я как-нибудь сам сдам свои выпускные экзамены.

EXERCISES:

I. Fill in the blanks in the sentences using the appropriate words and word combinations from the following list: to hand, to summon, to hide, to be anxious, to be on the verge, to fail, to get behind, to catch up, to call for, to count on, to be beside the point. 1. All these statements are ..... . Stick to the topic of the discussion. 2. He ..... the group in his written assignments. I’m afraid he won’t be able ... with the group. He’s likely ... his exams. He ... of flunking out. 3. The application form was filled in and I .... to the secretary. 4. I’ll do my best to help you, you may always ... me. 5. He ... to the court as a witness. 6. The situation was very dangerous and .... serious measures. 7. The woman was greatly upset but tried .... her feelings. 8. I ... to see London with my own eyes. I’ve heard much interesting about this city

II. Correct the statements if they are not true. 1. Charlie Wintage was summoned to the Dean of Men’s office. 2. He came there just in time. 3. The room was so warm and Charlie was so tired that he went to sleep. 44

4. The Dean of Men’s Office invited Charlie in order to praise him for excellent grades. 5. Charlie wasn’t anxious to have good grades, as he was a lazybones. 6. Charlie couldn’t get any financial support from his family.

III. Say what you have learnt about: 1. Charlie Wintage; 2. the family he came from; 3.his life in college; 4. the Dean of Men’s Office; 5. the system of grades and rules of American universities.

IV. Think and answer: 1. Why didn’t Charlie want to withdraw from the university? 2. What could he do «to stick it through»?

V. Make a short summary of the text.

TEXT 2B. A WALK ROUND OXFORD.

Read the following dialogue and do the exercises given bellow. John Priestly invited his friend Olaf, a Norwegian student, to Oxford for a weekend. He intended to take Olaf round Oxford. John is an undergraduate there. He loves Oxford and seems to know all about it. While they were walking through one of the gardens, a scholarly-looking man in a cap and gown walked past and smiled at John. As he walked away Olaf said, «Surely he’s not an undergraduate?» John: No, that’s my tutor. Olaf: What is a tutor? 45

John: He, more or less, plans your work, suggests the books you should read and sets work for you to do. Every student has a tutor and as soon as you come to Oxford one of the first things you do is to go and see your tutor. Olaf: Does the tutor also deliver lectures? John: Yes, he may. Olaf: But aren’t lectures delivered by professors? John: Yes, though they don’t deliver many lectures. They are often appointed not so much to do teaching work as to carry on research in their practical subjects. Olaf: Can you go to any lecture you like, no matter whether it is by a tutor or a professor of your college or not? John: Yes. Lectures are organized not by a college but by the university, for all the students are members of a college and the university. Olaf: You said the lectures were «organized by the university». Where is the university? John: It may seem rather strange to you but there isn’t really any university at Oxford as there is, for example, at Manchester or Bristol or Edinburgh. Oxford (like Cambridge) is a collection of colleges, each self-governing and independent. «The University» is merely an administrative body that organizes lectures, arranges examinations, gives degrees, etc. Each college has its own character and individuality. But there are students of all kinds in each college; I mean you don’t get all science students at one college, and law students at another. Every college has its arts men and science men, its medical students and its engineers. Every student, of course, follows his own course of study, but he gains a lot from living among those who represent all other branches. Olaf: By the way, what are you studying? It’s medicine, isn’t it? Are you going to be a doctor? John: As a matter of fact, I’m not. That was the idea when I came here, but my interest has always been in language learning and language teaching so I changed from medicine to modern languages. I’m in my last year now. Olaf: Well, I wish you luck.

46

EXERCISES:

I.

Chose the right word or word combination.

1. In Oxford lectures are organized by … a) tutors; b) professors; c) a college; d) the university. 2. Professors are appointed mostly … a) to deliver lectures; b) to carry on research; c) to do practical work. 3. In Oxford the university is a/an … body. a) administrative; b) legislative; c) executive

II. 1. 2. 3. 4.

Complete the sentences.

As soon as a student comes to Oxford he should … Unlike other universities Oxford is a collection … In a college there are students … Every student follows his own …

III.

Give your impressions of:

1. the tutorial system at Oxford; 2. the difference between Oxford and other British universities; 3. some aspects of college life at Oxford.

IV.

Think and answer.

1. What are the advantages and disadvantages of the tutorial system? 2. How can you explain the existence of two different types of universities in England?

47

TEXT 2C. HIGHER EDUCATION IN RUSSIA

Study the text and do the tasks given bellow: A national higher school system plays an important role in the development of our country. Only highly qualified specialists can solve the most complex problems facing our society. Knowledge, science and culture open the prospects for the future. The efforts of the Russian scientists have always been focused on the fundamental problems of humanities, natural and social sciences. The basic principle of the organization of national education in our country is an equal opportunity for all its citizens. It should conform to the spirit and requirements of the time we live. Specialized secondary and higher education is available for everyone according to one’s abilities. Every citizen can get free education in state institutions if he passes the entrance examinations successfully. One of the necessary qualifications for higher school is complete secondary education. Entrance examinations differ depending on the choice of a higher school. People can get a higher education through the full-time, evening and correspondent courses. Those who study well receive scholarships. All higher schools are controlled by the state and are uniformly administrated. The system of public education is being constantly improved and that is a logical process. Among with the state higher schools existing in the country many non-state institutes of higher learning have been opened in different towns. Thousands of young people who for some reason couldn’t enter any of the state educational establishments have got an opportunity to continue their studies and to get higher education. Tuition in non-state institutes is not free of charge, it is rather expensive. But everybody knows that money spent on the brain is never spent in vain. The higher school today doesn’t only give knowledge to the students but develops their abilities to think creatively and to work productively. Today’s scientific and technological progress demands of the higher school graduates to be prepared to deepen their knowledge individually and adapt themselves quickly to the changes in the branches of science or industry they have chosen as their specialty. This means that future specialists must be given a good grounding in basic subjects. In order to obtain practical experience all the students of higher schools have practical training at different enterprises, schools and offices.

48

Every year thousands of graduates receive diplomas of higher education and start working in different branches of science, economy and production. Some of them enter postgraduate courses to get more specialized study and to defend a thesis on a chosen scientific problem. We have every right to say that the future of our country in many respects depends upon the quality of education received by its citizens.

I. Give your impressions of: 1. the role of higher school system in the development of our country; 2. the demands of higher school graduate.

II. Think and answer. 1. What is the basic principle of the organization of national education in our country? 2. How do students obtain practical experience when studying at higher school? 3. What’s your opinion of the system of higher education in our country?

49

TEXT 2D. SOME FACTS ABOUT BRITISH UNIVERSITIES

Learn some more material about British universities and answer the questions given below. The largest and the most famous British universities are educational federations uniting institutes, schools and colleges run by one administration. Provincial universities have no elements of federation. All the students and the teaching staff are concentrated in one place. These universities are more democratic. The head of the university is the so-called Chancellor, he is elected by the scientific workers of the university. The Chancellor as a rule is a person holding an outstanding position in the country. He visits the university only twice a year on some great occasion. The actual head of the university is the vice-chancellor. He is elected from a number of authorities or teachers of the university for 2 - 3 years. Universities are financed through a special government committee. The money comes from different sources: „ state subsidies (about 70%), „ from the students who pay for education (about 12%), „ subsidies from local authorities (3 - 4%), „ private investments and the university’s own means. The tuition fee is very high in Britain, higher than in other countries. It differs from university to university. The tuition, lodging and food in London University, Oxford and Cambridge costs about 1000 pounds per term , in provincial universities 700/800 pounds. The course of study at university lasts three or four years. But lazy students may stay there for five years. They get no degree or diploma but a certificate, so they don’t graduate from university but finish it.

1. What’s the peculiar feature of provincial universities? 2. Who stands at the head of university? 3. How are universities financed?

50

Learn the English scientific degrees. Compare them with Russian ones. First degrees are also called Bachelor’s degrees: Bachelor of Arts (B. A.) - a first degree in the faculty of Arts. Bachelor of Science (B. Sc.) - a first degree in the faculty of Science. Higher (further) advanced degrees: Master’s Degree (M. A., M. Sc.) - there has been an increasing tendency to make the Master’s Degree an advanced examination degree, awarded after a year’s postgraduate study, rather than a degree by thesis. This degree doesn’t correspond to any Russian degree. Doctorate - this degree is called in full Doctor of Philosophy, but is usually shortened to Ph. D. The name is the same for all faculties, and one may have a Ph. D. in English, Mathematics, or Geography. A Ph. D. is awarded on acceptance of a thesis which must be an original contribution to knowledge, that is contain new information on scientific problems. Research for this degree usually takes about three years. Senior Doctorate - these degrees are much higher than the Ph. D. However, they differ from the latter in that they don’t involve the writing of thesis. A person wishing to apply for such a degree submits his published works to a board, or committee, who then decide if these works justify the award of the degree.

Read the newspaper clipping, get ready to render its contents in English.

The oriental way to wisdom In the West, differences of innate ability are emphasized in order to give the individual the education he needs. In China and Japan, the differences are deemphasized because it’s believed that with hard work they can be eradicated. The slow bird, says the Chinese proverb, needs to start early. The slow bird , says Western educational philosophy, must not be made to start early in case he feels inferior. The Japanese teacher has high expectations of all his pupils because he is convinced that with earnest endeavour all of them can achieve. The British teacher doesn’t have the heart to expect too much of children to whom so little appears to have been given. 51

This fundamental difference in the way human potential is treated by the education system has one obvious consequence: schoolchildren in Japan and China work much harder than their contemporaries in Britain and the United States. It’s not just that they spend more days a year in school, concentrate more in class and do more homework; belief that with hard work anyone can achieve gives them a powerful motivation that is in marked contrast to the defeatism in many British schools. From The Independent

Render the contents of the following text in English.

Сам факт поступления в один из наиболее престижных университетов США означает для выпускника средней школы определенный успех. Из трех миллионов человек, которые ежегодно заканчивают среднюю школу, примерно миллион продолжает учиться, чтобы получить высшее образование. Колледж ведущего университета может получить заявления от двух процентов выпускников средней школы, а удовлетворяет только одну заявку из десяти. Удачливых абитуриентов обычно отбирают по следующим признакам: а)оценки в школьном аттестате; б) рекомендации, данные школьными учителями; в) впечатление, которое абитуриент производит во время вступительных собеседований в университете; г) результат тестов, определяющих пригодность к учебе и научной работе. Система высшего образования в Соединенных Штатах сложная. Она включает четыре категории учебных заведений: университеты, в которые входят: а) несколько колледжей (факультетов) для студентов, желающих получить степень бакалавра (срок обучения - 4 года) и б) аспирантура для тех, кто собирается продолжать образование после получения степени бакалавра, чтобы затем получить степень магистра или доктора наук; четырехгодичные учебные заведения – колледжи, которые по большей части не входят в состав университетов; технические учебные заведения, где выпускники средней школы могут прослушать курсы сроком от полугода до четырех лет и приобрести самые разнообразные профессии - от парикмахерского дела до бухгалтерского учета и компьютерного программирования;

52

двухгодичные муниципальные колледжи, после которых учащиеся могут либо начать работать в какой-либо области, либо поступить в четырехгодичный колледж.

Audial Practice

Listen to the text. Be ready to give it’s the short summary.

Think and do

I.Concentrate on Quintilian's recommendations to teachers. Comment upon them. Quintilian, the prominent Roman schoolmaster, wrote in his "Institutes Oratory", published about 95 AD the following about a teacher and his work: "Let him be free from vice himself. Let him be strict but not austere, kind but not too familiar: for austerity will make him unpopular, while familiarity breeds contempt. He must control his temper without shutting his eyes to faults requiring correction. His instruction must be free from affection, his industry must be ready to answer questions and to put them unasked to those who are silent. In praising the answers of his pupils he must be neither grudging nor overgenerous. In correcting faults he must avoid sarcasm and above all abuse to discourage industry."

II.Discuss the following questions: 1)Say if you agree with Quintilian's words about the teachers work, try to prove your point. 2)You know that very much depends on one's first teacher. Try to recall what your first teacher was like. You are a participant of an international conference, which considers dif ferent problems of teaching. You are to make a report on the work of teachers in this country. You should be ready to answer all kinds of questions. 53

III. Mr. N is a professor of the Albany University. You have to interview him for our university newspaper. Think over the questions and write them down.

IV. Do you agree with the statement "Little knowledge is a dangerous thing"?

V. Study the following information. What's your opinion on the topic?

An easy way to pass an exam! An interesting experiment was made by an American psychologist, Dr. Rachel Herz. Students were asked to memorize a text in a number of rooms scented with pine, violet and peppermint. Smell association helped them improve their memory by 21 per cent. "Go to a perfume department," says Dr. Herz, "pick out something you have never smelled before, put it on your desk while you are studying for a test, and then bring it with you a few days later when you are doing the test. It really works."

VI. Take any proverb, saying, statement or quotation on the topic and comment it on. For example: Soon learnt, soon forgotten (Anonymous). Whatever is good to know is difficult to learn (Greek proverb). They know enough who know how to learn (Henry Adams).

VII. Summarize what you have learnt about Russian and English systems of higher education. What do you think are the advantages and disadvantages of both systems?

54

Just for fun

Professor: “Name two pronouns.” Student: “Who, me?”

* * * Student: “But I don’t think I deserve an absolute zero.’ Professor: “Neither do I, but it’s the lowest mark that I am allowed to give.”

* * * First Freshman in Math Exam: “How far are you from the correct answer?” Second Freshman in Math Exam: “Two seats.”

* * * Professor: “If you were in Africa and saw a lion coming. What steps would you take?” Student: “The longest steps I could!”

* * * The more we study, the more we know, The more we know, the more we forget. The more we forget, the less we know. The less we know, the less we forget. The less we forget, the more we know. Why study?

55

Poem to Enjoy

Nowhere Man Lennon and McCartney

He’s a real nowhere man, Sitting in his nowhere land, Making all his nowhere plans for nobody. Doesn’t have a point of view, Knows not where he’s going to Isn’t he a bit like me and you? Nowhere man, please listen, you don’t know What you are missing, Nowhere man, the world is at your command. He’s as blind as he can be, Just see what he wants to see, Nowhere man, can you see me at all? Nowhere man, don’t worry, Take your time, don’t hurry, Leave it all till somebody else lends you a hand. Doesn’t have a point of view, Knows not where he’s going to, Isn’t he a bit like you and me? Nowhere man, please, you don’t know What you’re missing, Nowhere man, the world is at your command. He’s a real nowhere man, Sitting in his nowhere land, Making all his nowhere plans for nobody. 56

TOPIC 3: THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

I. Revise the words and expressions:

appoint, v be referred to as challenge, v the Church of England coat of arms coast, n the Commonwealth

назначать называться оспаривать англиканская церковь герб побережье Британское Содружество наций дополнять состоять из избирательный округ условность, «неписаный закон» могущий вступить в силу выборы зд. исполнительная власть наследственный пэр зд. политически нейтральный судебная власть законодательная власть пожизненный пэр представлять королевское одобрение соперничать с отделять, разделять излагать голосовать

complement, v comprise, v constituency, n convention, n enforceable, adj. elections, n executive, n hereditary peer impartial, adj. judiciary, n legislature, n life peer represent, v the Royal Assent rival, v separate, v set out , v vote, v

57

II.

Give a word or an expression for the following.

1. a region where elections take place; 2. to be named; 3. institution realizing laws and bills; 4. a piece of land washed by sea; 5. to compete; 6. being politically neutral; 7. to add; 8. being put into practice; 9. to consist of; 10. institution adopting laws and bills.

III.

Match English and Russian equivalents.

1. executive 2. to set out 3. the Royal Assent 4. enforceable 5. rival 6. to be referred to as 7. judiciary 8. the Commonwealth 9. legislature 10. the Church of England 11. constituency 12. hereditary

1. англиканская церковь 2. наследственный 3. исполнительная власть 4. Британское Содружество 5. излагать 6. законодательный орган 7. королевское одобрение 8. соперничать с 9. называть 10. судебная власть 11. могущий вступить в силу 12. избирательный округ

58

TEXT 3A. THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

Read the text and do the exercises. The United Kingdom of Great Britain and Northern Ireland (the UK) occupies most of the territory of the British Isles. It consists of four main parts, which are: England, Scotland, Wales and Northern Ireland. Their capitals are London, Edinburgh, Cardiff and Belfast. The United Kingdom of Great Britain and Northern Ireland is the official name of the state which is sometimes referred to as Great Britain or Britain (after its major isle), England (after its major historic part) or the British Isles. The UK is an island state: it’s composed of some 5,500 islands, large and small. The two main islands are Great Britain (in which are England, Wales and Scotland) to the east and Ireland (in which are Northern Ireland and the independent Irish Republic) to the west. They are separated by the Irish Sea. The UK is one of the world’s smaller countries (it’s twice smaller than France or Spain), with an area of some 244,100 square kilometers. The UK is situated off the west coast of Europe between the Atlantic Ocean on the northwest and the North Sea on the east and is separated from the European continent by the English Channel (or La Manche) and the Strait of Dover (or Pas de Calais). The population of the United Kingdom is over 57 million people. There are fourteen other countries in the world with more people. English is not the only language which people use in the UK. English is the official language. But some people speak Gaelic in western Scotland, Welsh - in parts of northern and central Wales. The flag of the United Kingdom, known as the Union Jack, is made up of three crosses. The upright red cross is the cross of St. George, the patron saint of England. The white diagonal cross is the cross of St. Andrew, the patron saint of Scotland. The red diagonal cross is the cross of St. Patrick, the patron of Ireland.

59

EXERCISES:

I. Fill in the blanks in the sentences using the appropriate words and word combinations from the following list: to occupy, to be composed of, to separate, to be situated off, a cross, a patron saint, upright, diagonal. 1. Great Britain and Ireland .... by the Irish Sea. 2. The UK .... most of the territory of the British Isles. 3. The flag of the UK is made up of three .... . 4. The UK ... some 5,500 islands, large and small. 5. The UK ... the west coast of Europe between the Atlantic Ocean and the North Sea. 6. The ... red cross is the cross of St. George, ... of England. 7. The white ... cross is the cross of St. Andrew, ... of Scotland. 8. The red ... cross is the cross of St. Patrick, ... of Ireland.

II. Correct the statements if they are not true. 1. The United Kingdom is the official name of the country which occupies Great Britain and Northern Ireland. 2. Great Britain is sometimes referred to as the United Kingdom of Great Britain and Northern Ireland. 3. Great Britain and Ireland are separated by the North Sea. 4. The UK is one of the world’s smaller countries. 5. The British Isles are separated from the European continent by the English Channel. 6. English is the only language speaking in the UK. 7. The flag of the United Kingdom is made up of three crosses.

60

III. Say what you have learnt about: 1. the countries of the UK and their capitals; 2. the British Isles; 3. two main islands; 4.the flag of the UK.

IV. Think and answer. 1. What is often referred to as Great Britain? 2. Where are the British Isles located? 3. What languages are spoken in the UK? 4. Why the flag of the United Kingdom is known as the Union Jack?

V. Make up a short summary of the text.

TEXT 3B. GOVERNMENT AND ADMINISTRATION

Study the following text and do the tasks given bellow. Britain is a parliamentary democracy with a constitutional monarch - Queen Elizabeth II - as head of state. The British constitution, unlike those of most other countries, is not set out in a single document. Instead it is made up of a combination of laws and conventions. Conventions are rules and practices which are not legally enforceable, but which are regarded as vital to the working of government. Political stability owes much to the monarchy. Today the Queen is not only head of state, but also an important symbol of national unity. In law the Queen is head of the executive, an integral part of the legislature, head of the judiciary, the commander-in-chief of all the armed forces of the Crown and the ‘supreme governor’ of the established Church of England. As a result of a long process of evolution, during which the monarchy’s absolute power has been progressively reduced, the Queen is impartial and acts on the advice of her ministers. 61

Parliament, Britain’s legislature comprises the House of Commons, the House of Lords and the Queen in her constitutional role. The Commons has 651 elected Members of Parliament (MPs), each representing a local constituency. The Lords is made up of 1,185 hereditary and life peers and peeresses, and the two archbishops and the 24 most senior bishops of the established Church of England. The centre of parliamentary power is the House of Commons. Limitations of the power of the Lords - it rarely uses its power to delay passage of most laws for a year are based on the principle that the House, as a revising chamber, should complement the Commons and not rival it. Once passed through both Houses, legislation receives the Royal Assent and then becomes law. General elections to choose MPs must be held at least every five years. Voting, which is not compulsory is by secret ballot and is from the age of 18. The simple majority system of voting is used. Candidates are elected if they have more votes than any of the candidates - although not necessarily an absolute majority over all other candidates. The political party system is an essential element in the working of the constitution. Although the parties are not registered or formally recognized in law, in practice most candidates in elections, and almost all winning candidates, belong to one of the main parties, Conservative or Labour. A number of smaller parties are also represented in Parliament. The Government is formed by the party with majority support in the Commons. The Queen appoints its leader as Prime Minister. As head of the Government the Prime Minister appoints about 100 ministers, of whom about 20 are in the Cabinet the senior group that takes major policy decisions. Ministers are collectively responsible for government decisions and individually responsible for their own departments. The second largest party forms the official Opposition, with its own leader and ‘shadow cabinet’. The Opposition has a duty to challenge government policies and to present an alternative programme.

I. Give your impressions of: 1. the British constitution; 2. the head of State in the UK ; 3. the centre of parliamentary power; 4. the House of Lords; 5. the British Prime-Minister.

62

II. Think and answer. 1. What ‘s the state system of the United Kingdom? 2. What’s the role of the monarchy in the system of British government? 3. How does the British Parliament function? 4. What are the peculiarities of general elections to choose Members of Parliament? 5. Why is the political party system an essential element in the working of the constitution? 6. How is the British government formed?

TEXT 3C. SCIENCE AND TECHNOLOGY

Study the text; do the tasks given below. Nobel prizes for science have been awarded to 70 British citizens, a greater number than for any other country apart from the United States. The Government takes responsibility for funding research in basic science. Spending on scientific research and development is very high. The Science and Engineering Research Council supports fundamental research in pure and applied science, including engineering. With the other research councils, it’s setting up interdisciplinary research centres. The Medical Research Council supports major projects in all types of disease, including AIDS. The earth’s resources, the oceans and the atmosphere are the concern of the Natural Environment Research Council. The Agricultural and Food Research Council supports work on crops and livestock. The Government supports university research through the universities Funding Council. Research in nuclear power is the responsibility of the United Kingdom Atomic Energy Authority, which also offers a contract research service to industry. The Ministry of Defense’s share of government research expenditures has greatly fallen. Increasing emphasis is placed on its research funded jointly with industry. ’Spin-off’ from defense technology to the civil market is encouraged. British firms and academic institutions participate in European Community and other international programmes. 63

Industry is the second major source of funds for research and development. There have been major advances in the development of optical fibre communication systems. British pharmaceutical firms produce 11 of the world’s 50 best sold medicines. In aerospace British companies play a major role.

I. Give your impressions of: 1. funding research in basic science; 2. the role of Research Councils; 3.interrelation of science and technology.

II. Think and answer. 1. How does the British government support science and technology? 2. Why science is highly developed in the UK?

TEXT 3D. WHEN IN BRITAIN

Learn some more material about Great Britain and answer the questions given below. Visitors to Britain are often surprised by the strange behavior of its inhabitants. The British, especially the English, are more reserved than the people of many other countries. They don’t like to show their emotions. They usually don’t easily get into conversation with strangers. They don’t like personal questions (for example, how much money they earn or about their family life). They take more time to make friends. They would like to know you better before they ask you home. So don’t be upset if your English friends don’t invite you home. It doesn’t mean they don’t like you! If you are invited to a party, it’s considered polite to call and say if you can or cannot come. Most parties are informal these days, so you don’t have to worry about what to wear - anything from jeans to suits will do. 64

If you are told ‘to help yourself’ to something, it doesn’t mean that your host is rude - he or she is showing that you are completely accepted and just like ‘one of the family’. It is considered rude - or bad manners - to smoke in someone’s house without asking ‘Do you mind if I smoke?’ If you enjoyed the evening, call your hostess the next day, or write her a short ‘thank you’ letter. Perhaps it seems funny to you, but British people say ‘thank you, thank you, thank you’ all the time! They say ‘thank you’ even when they give money to a shop assistant. In recent years smoking has received a lot of bad publicity, and fewer people now smoke. There is no more smoking on the London Underground, in cinemas and theatres and most buses. Many companies have banned smoking from their offices and canteens. And non-smokers can be rude to smokers who break the rule and smoke in public places. There are, however, special smokers’ carriages on trains and special cinemas for those who haven’t given up smoking yet. Good and bad manners make up the social rules of a country and are not always easy to learn because they are often not written down in books! The British have an expression for the following these «unwritten rules»: «When in Rome, do as Romans do».

1. What are visitors to Britain surprised by? Why? 2. What shows that the British are very reserved? 3. Do you often follow the rule «When in Rome, do as the Romans do»?

Render the contents of the following text in English.

III. The Globe Theatre In 1949, an American actor Sam Wanamaker came to London and decided to visit the site of the famous Globe Theatre where Shakespeare had staged his plays. All he fond, however, was a plague on the wall of a brewery: «Here stood the Globe Playhouse of Shakespeare». Wanamaker was so shocked that he decided to rebuild the Globe.

65

It took many years to get the money, get permission and find out exactly what the place looked like in the old days. On June 12, 1997 Her Majesty the Queen opened the International Shakespeare Globe Centre, the re-creation of Shakespeare’s theatre. Unfortunately, Sam Wanamaker died in 1993 and wasn’t in the audience to see his dream finally come true. Today, you can visit the beautiful new Globe, and in summer you can even see a play performed, as it would have been in Shakespeare’s day.

Did you know that? William Shakespeare left the Grammar school where he had studied when he was 13 and never went to school again. John Shakespeare, the great playwright’s father, couldn’t write. Shakespeare wrote at least 37 plays, but only 18 of them were published in his lifetime and the first 8 didn’t even carry his name. Many people have denied that Shakespeare wrote Shakespeare. Candidates for the ‘real’ author have ranged from Francis Bacon to Queen Elizabeth I. Shakespeare usually wrote for a specific group of actors, and as they grew older he wrote plays with older characters to suit them. Some actors are still superstitious about Shakespeare’s Macbeth. They believe that harm can come to the actors if they mention its name. So it’s usually called ‘The Scottish Play’ or ‘That play’ or ‘Mac - oh, I mustn’t say it’. From Speak out, 2/ 2000

Read the text, get ready to render its contents in English.

Виды Лондона При посадке в аэропорту Хитроу взор пассажиров падает вначале на не слишком-то вдохновляющий вид резервуара. При обычных полетах происходит это лишь за несколько минут до посадки, но при большой плотности движения 66

и задержках с посадкой самолет может неожиданно сделать прогулочный круг над городом. При этом, разумеется, взглянуть на знаменитые здания и места удается лишь мельком - в пассажирском самолете нельзя просто остановиться, чтобы рассмотреть то или иное здание. А вот с вертолета - можно. Фотограф Джейсон Хокс со своим коллегой Тимом Кендалом провели почти целый год, летая на вертолете над Лондоном, и создали уникальную фотолетопись города. Фотоаппарат помог им по-новому увидеть знакомые места и достопримечательности. Башня Вестминстерского дворца «Биг Бен» знакома каждому, но лишь немногие видели циферблат на близком расстоянии. Глядя с улицы, никто не заподозрит, что за серыми фасадами правительственных учреждений Уайтхолла скрывается сложнейшая планировка геометрии расположения внутренних двориков - с воздуха же они прекрасно видны. С высоты птичьего полета можно видеть и сами королевские сады. Быть может, лишь с высоты можно по-настоящему оценить огромные масштабы - 1600 кв. км - города, который является столицей Британии. Фотографии Хокса и Кендала демонстрируют многообразное лицо этого необыкновенного города. Из журнала Англия, 1/1993 (125)

Audial Practice

Listen to the text and answer the question: Whom have ceremonial activities always been associated with?

Think and do.

I. You had a chance to visit a session of British Parliament. Write notes of what you have seen, then make a short speech about it.

67

II. Comment on the advantages and disadvantages of having a monarch.

III. Your friend was on holiday in England. He has just returned home. You may ask him any questions about the country he visited. Write these questions down.

IV. At a session of the university English-speaking club you will discuss: a) the state system of Great Britain; b) science and technology in Great Britain. Be ready to speak on these topics.

V. You know Britain rather well. You have visited that country and read a lot about it. Your friend is studying English and he wants to know as much as possible about England and Englishmen. Make up a dialogue.

VI. Work in groups of four. One pair of students prepare arguments for the statement, the other pair prepare arguments against it.

1.Great Britain lost its position as one of the most powerful states in the world. 2.Political stability of this country owes much to the monarchy. 3.The British are more reserved than the people of many other countries.

Just for fun

Political speaker: “What we need is a working majority and then …” A voice: “Better reverse it, mister. What we really need is a majority working.”

68

* * * Teacher (to a new boy): “What’s your name, my little fellow?” New boy: “’Elbert’ Arris.” Teacher: “Always say ‘sir’, please, whan you are speaking to a master. It’s more polite.” New boy (apologetically): “Sir ‘Erbert’ Arris.” * * * An Englishman on a visit to the West decided to go horseback riding. The cowboy who was to attend him asked: “Do you prefer an English saddle or a Western?” “What’s the difference?” he asked. “The Western saddle has a horn,” replied the attendant. “I don’t think I’ll need a horn,” said the Englishman. “I don’t intend to ride in heavy traffic.”

Poem to Enjoy

Love John Lennon

There’s nothing you can do that can’t be done. Nothing you can sing that can’t be sung. Nothing you can say but you can learn how to play the game. It’s easy. There’s nothing you can make that can’t be made. No one can save that can’t be saved. Nothing you can do but you can learn how to be you in time. It’s easy. All you need is love.

69

There’s nothing you can know that isn’t known. Nothing you can see that isn’t shown. Nowhere you can be that isn’t where you’re meant to be. All you need is love.

70

TOPIC 4: THE RUSSIAN FEDERATION

I. Revise the words and expressions: approve, v authority, n be rich in smth. boundary,n chamber, n the Commonwealth of Independent States (CIS) consciousness, n deposit, n a dwelling district executive, adj. facilitate, v fertile, adj. fortress, n legislative, adj. Muscovite, n settlement, n vast, adj. the United Nations Security Council

одобрять руководство быть богатым чем-либо граница палата (парламента) Содружество Независимых Государств (СНГ) сознание, сознательность месторождение жилой район исполнительный облегчать плодородный крепость законодательный москвич(-ка) поселение огромный Совет безопасности ООН

II. Give a word or an expression for the following: 1. a person living in Moscow; 2. very large in volume; 3. a place where some people live; 4. to have something in very large quantities; 5. a line between neighbour states; 6. a house of a parliament; 7. a part of a city where most buildings are constructed for residents to live in; 8. some construction built in ancient times to prevent from enemies.

71

III. Match the English and Russian equivalents. 1. to facilitate 2. a deposit 3. a chamber of a parliament 4. to be rich 5. consciousness 6. a fortress 7. to approve 8. vast 9. a dwelling district 10. legislative power 11. a settlement 12. executive power

1. исполнительская власть 2. огромный 3. крепость 4. поселение 5. месторождение 6. законодательная власть 7. одобрять 8. палата парламента 9. быть чем-либо богатым 10. сознательность 11. облегчать 12. жилой район

TEXT 4A. OUR COUNTRY, RUSSIA

Read the text and do the exercises. Our country, the Russian Federation, is the largest state in the world. Its territory is over 17 million square kilometers, the population being more than 150 million. Russia is rich in mineral resources including vast areas of fertile lands and forests, deep lakes and wide rivers. It’s rich in mineral deposits, such as coal, oil, iron ore, tin, lead, copper, gold and others. The Russian Federation is a free union of a number of regions, territories and autonomous republics, for example, Karelia, Tatarstan, Bashkortostan, Mordovia and others. The highest legislative body of the Russian Federation is Duma, the name of the Russian Parliament, which consists of two chambers. The executive power is held by the President and the Cabinet of Ministers. The candidate of the Prime Minister, put forward by the head of the state, is to be approved by Duma. The capital of Russia is Moscow. It’s the most important political, industrial, scientific and cultural centre of the country.

72

Within the historically short period the country has achieved a great success in all spheres of industry, technology, science, democracy and cultural life. The rights of man are guaranteed by the Constitution and by the public consciousness, a new way of thinking. All forms of property (of means of production) are regarded as equal. The country’s economy is being transformed into a free market model. Nowadays Russia remains a powerful state enjoying a high reputation among other nations of the world. It plays an important part in the Commonwealth of Independent States (CIS). It’s a peace loving country and a member of the United Nations Security Council.

EXERCISES:

I. Fill in the blanks in the sentences using the appropriate words and word combinations from the following list: deposit; the public consciousness; vast; commonwealth; to be rich in; executive; approve.

legislative;

chamber;

fertile;

1. The highest ... body of the Russian Federation is Duma. 2. The rights of a man are guaranteed by the Constitution and by ... . 3. Russia ... natural resources including ... territories of ... lands and forests, deep lakes and wide rivers. 4. There are a lot of mineral ... in Russia. 5. The ... power is held by the President and the Cabinet of Ministers. 6. The Russian Parliament called Duma consists of two ... . 7. The candidate of the Prime-Minister, put forward by the head of the state, is to be ... by Duma. 8. The Russian Federation plays an important part in the ... of Independent States.

II. Correct the statements if they are not true. 1. The Russian Federation is a multinational state. 2. The highest legislative body of our country is the Cabinet of Ministers. 3. The executive power is held by the Russian Parliament. 73

4. The candidate of the Prime-Minister is put forward by the head of the state but it is to be approved by Duma. 5. The power of the President is limited by the Russian Parliament (Duma). 6. The population of Russia is the largest in the world.

III. Say what you have learnt about: 1. the state system of the Russian Federation; 2. the supreme legislative and executive bodies of the country; 3. the up-to-date situation in the country; 4. the position of Russia among other nations of the world.

IV. Think and answer. 1. What kinds of economic reforms are under way in Russia? 2. Is Russia a unitary state or a free union of autonomous republics and regions? 3. How large is the territory of the Russian Federation? 4. What Russia is rich in?

V. Make a short summary of the text.

TEXT 4B. THE PRESIDENT AND FEDERAL GOVENMENT

Study the following text and do the tasks given below. The President of Russia is elected to a four-year term. The constitution offers the President considerable power. The President’s main function consists of establishing and maintaining the political, legislative and economic stability of the country as a whole. The President and his staff are responsible for the overall functioning of the executive branch. The President also has the right under the constitution to issue edicts in the area of economic activity. The President also chairs the Security Council, which is responsible for preserving state security and political stability and defending the basic human rights and liberties of Russia’s citizens. 74

The President’s administration consists of political, military and economic counselors and their staffs, advisory committees, and numerous functional departments. They are responsible for developing and implementing a general political and economic strategy. The Federal government of the Russian Federation consists of the Federal Executive Government, the Ministers, State Committees, and other government agencies. The Government is appointed by the Prime Minister. The Prime Minister, or the chairman of the Federal Executive Government, is nominated by the President. The nominee may take office only after approval by Parliament but before that happens he may carry out his duties as an acting Prime Minister for a certain period of time. If Parliament refuses to approve the nominee or demands the resignation of the cabinet, the President may dissolve the Parliament and call for new elections. The Prime Minister currently has three first deputy prime ministers and five deputy prime ministers appointed by him in agreement with Parliament and the President. The Prime Minister has a large staff - called the Executive administration of the Prime Minister - which is responsible for the development and implementation of economic reforms. Functional departments of the administration are responsible for different sectors of the economy and industries. These officials are in charge of creating and administrating programs for each industry. From «Investment guide for the Russian Federation»

I. Give your impressions of: 1. the President’s administration; 2. the Security Council; 3. the federal government; 4. the prime minister’s staff.

II. Think and answer. 1. What’s the President responsible for? 2. What does the federal government consists of? 3. How is the prime minister appointed? 4. What are the main functions of the Executive Administration of the prime minister? 75

TEXT 4C. GEOGRAPHY AND CLIMATE

Study the text and do the tasks given below.

The Russian Federation occupies the largest part of Eastern Europe and North Asia, covering 17 million square kilometers. The length from west to east is 9,000 km, and from north to south the country’s dimensions range from 2,500 to 4,000 thousand km. Russia borders 14 countries to the northwest, to the west, to the south and to the southeast. Russia’s longest coastlines run along the Arctic Ocean and the Pacific Ocean. Large plains constitute up nearly 70 per cent of Russia’s landmass. The East European Plain stretches to the Ural Mountains, traditionally considered the eastern edge of Europe. East of the Urals lies the West Siberian Plain. Between the Yenisei and Lena rivers is the high Middle Siberian Plateau, which meets the Central Yakutian Plain to the east. Mountains are found in eastern and southern part of Russia. To the south in the European part is the North Slope of the Big Caucasus Range, which includes Elbrus, the country’s highest mountain peak at 5,642 m. A belt of mountains ranges stretches through southern Siberia. Along the Pacific coast are the mountains of Kamchatka and the Kuril Islands, which feature active volcanoes. Russia has about 120,000 rivers, whose total length exceeds 2.3 million km. The largest rivers are the Amur (4,400 km), the Volga (3,530 km), the Yenisei (4,102 km), the Ob (5,410 km) and the Lena (4,440 km). There are about two million lakes and seas, the largest of which are Baikal, Ladoga, Onega and the Caspian Sea. The climate of Russia varies from the sea climate in the far northwest to the sharp continental climate of Siberia and the mosoon climate in the Far East Region. Most of the country, however, enjoys a moderate continental climate, with cold winters and rather warm summers. The average temperature in January ranges from zero to minus five degrees C in the west and around the Caucasus, to minus 40 or minus 50 degrees C in Yakutia. Snow covers the land for 60 to 80 days in the south and 260 to 280 days in the far north. The average temperature in July is 24 to 25 degrees C near the Caspian lowland and one degree C in northern Siberia. Precipitation in the west comes primarily from the Atlantic Ocean, and in the Far East from the Pacific Ocean, ranging between 100 mm a year in semidesert areas of the lowlands near the Caspian Sea to 2,000 mm in the Caucasus and Altai Mountains. From «Investment Guide for the Russian Federation» 76

I. Give your impressions of: 1. the largest plains of Russia; 2. mountain chains and the highest peaks; 3. Russia’s rivers and lakes.

II. Think and answer. 1. How large is the territory of the Russian Federation? 2. Why does the climate of Russia vary greatly in different parts of the country?

TEXT 4D. MOSCOW, THE CAPITAL OF RUSSIA

Study the following text and answer the questions. In the early 19th century the prominent Russian historian Nikolay Karamzin said: «If you want to know Russia go to Moscow.» By the end of the 20th century we have every reason to repeat these words. It is the city where every stone breathes history. Moscow was founded in 1147 by the Prince of Suzdal, Jury Dolgoruky. Although there were settlements on the site of modern city long before 1147, this was the year when Moscow was first mentioned in the written records. Moscow has the priority right to be the capital of the Russian State. Its wise founder built it in the middle of a densely populated country. It is protected by rivers and a fortress. In the opinion of many scientists the city will never loose its significance and the leading role in the development of the country. Moscow, like ancient Rome, stands on seven hills. The principle is the Borovitsky, the hill on which the Kremlin stands. Moscow’s early architecture was simple but expressive. The larger part of the city was occupied by private houses made of wood. But such city’s structures as fortress walls, bridges, churches and cathedrals were made of brick and white stone decorated with ceramic. Eventually these buildings crested Moscow’s architectural image of a city of white stone. 77

Large-scale stone construction was performed during the reign of Catherine the Great. Several first- class foreign architects were invited to build a number of architectural monuments in Western style. Some of them have survived to our days and are carefully preserved by the city authorities. In 1812 during Napoleon’s invasion a terrible fire raged in the city for several days. It was calculated that more then 7,000 buildings were destroyed and the city’s central area was completely gone. This disaster, however, prompted a real housing boom. Standard projects had to be used to facilitate rapid restoration of the city and preserve the city’s architectural uniformity. This task was successfully carried out. As a result a great number of stone houses with much better facilities appeared in the city. They were completely different from those of the previous years. As the time passed, the city’s boundaries expanded considerably. New dwelling districts and industrial enterprises were built on the outskirts of the city. A major feature of Moscow’s present development is the establishment of the industries requiring highly-skilled labour, and the branches producing high-quality apparatus, as well as the development of new technologies and know-how. Alongside industrial development much attention is paid by the city administration to the construction of cultural, educational institutions and sports facilities. In recent years the population of Moscow reached 10 million and it is still growing. This resulted in large-scale migration of people. Muscovites move from one district to another, when they get new flats and for other reasons. All that calls for further development and improvement of the city’s transport services. Transport is a serious problem for all large cities of the world. The capitals of major states are often unable to solve it. Moscow also has a transport problem. The most convenient means of transport in Moscow is, of course, the Metro. Besides it there are busses, trolley busses and trams. The total length of their routes is constantly increasing. But nevertheless there is permanent need for new and more comfortable means of transport. Roads constitute another aspect of the transport problem. Having reconstructed many of the existing streets and roads the city authorities started to build new roads which are to link several city districts between the Moscow Circular Highway and the Sadovoye Ring Road. So instead of the traditional monocentric system the city gets polycentric planning according to which Moscow complex zones are united by a system of general city centre. The territory within Sadovoye Ring Road will retain its significance as a historical, cultural, educational and administrative public centre, the seat of the 78

Government and the Parliament. All the valuable architectural monuments as well as parks and old streets with their unique buildings will remain untouched. Moscow today is an enormous city whose infrastructure is traditional for every megapolis with first-rate hotels, restaurants, theatres, exhibition halls, shops and gigantic transport arteries. But in spirit Moscow remains its old self, open, hospitable and festive, and, consequently, has the right, as ever, to be called the heart of Russia.

1. When was Moscow first mentioned in the written records? 2. Why has Moscow the priority right to be the capital of the Russian State? 3. Why is Moscow called a city of white stone? 4. What’s the reason of large-scale migration of Muscovites? 5. How is the transport problem solved by Moscow’s authorities? 6. What is a specific feature of Moscow’ planning? 7. Why do people call Moscow the heart of Russia?

Read the following text and get ready to render its contents in English. Велика наша страна! Протянулась она с севера на юг - от холодного Северного Ледовитого океана до теплого Черного моря, с востока на запад - от Тихого океана до Украины, Белоруссии, Прибалтики. Откуда взялось такое название - Россия? В стародавние времена нашу Родину называли Русью. Слово «Русь», как полагают некоторые ученые, произошло от слова «русло». Русло - это ложе реки, по которому она течет меж берегов. «Русалка» - сказочное существо, которое часто встречается в русских народных сказках, обитательница рек и озер, - тоже от слова «русло». Русь населена была русскими, то есть людьми, жившими возле воды, по берегам рек и озер. Река поила и кормила. По ней можно было сплавлять лес, добираться на лодках до других селений. Посмотрев на карту, мы увидим, что и сейчас города и поселки строятся по берегам рек и озер. У северян, живущих ближе к Северному Ледовитому океану, где солнце бывает реже и светит не так ярко, как на юге, «русью» называют то место в доме, где светло, где пригревает солнышко. Спелую рожь крестьяне называли «русой», человека со светлыми волосами - «русым». 79

Русь - светлое место. Это страна света, солнца, добрых людей. Русских называли еще россами. Отсюда и слово «россияне», и название страны, где они живут, - Россия. Такое название в языке закрепилось с ХV века, когда русские стали объединяться в одно государство.

Think and do

I. Write notes of those parts of our country, which have the highest and the lowest densities of population. Explain the reasons.

II. You are planning a visit to Moscow for some foreign businessmen. Write an outline for a sightseeing tour of Moscow for them.

III. Set your imagination free and tell us what would you have told people about our life if you have found yourself in Moscow two centuries ago.

IV. List the differences and similarities between the UK parliamentary system and that of Russia.

80

Poem to Enjoy

If … Rudyard Kipling

If You can keep your head when all about you Are loosing theirs and blaming it on you, If you can trust yourself when all men doubt you But make allowance for their doubting too; If you can wait and not be tired of waiting, Or being lied about, don’t deal in lies, Or being hated, don’t give way to hating, And yet don’t look too good, nor talk too wise; If you can dream – and not make dreams your master; If you can think – and not make thoughts your aim, If you can meet with Triumph and Disaster And treat these two impostors just the same; If you can feel the unforgiving minute With sixty seconds’ worth of distance run, Yours is the Earth and everything that’s in it, And – which is more – you’ll be a Man, my son!

81

TOPIC 5: SCIENCE AND TECHNOLOGY

I. Revise the words and expressions. 1. amount, n 2. certainty, n 3. commodity, n 4. data, n (sing. datum) 5. discovery, n 6. emerge, v 7. emit, v 8. encounter, v 9. engage , v 10. enumerate, v 11. essence, n 12. essential, adj 13. frame, n 14. gather, v 15. hypothesis, n 16. inquiry, n 17. investigate, v 18. meet, v (met): to meet human needs 19. obtain, v 20. predict, v 21. probability, n 22. proceed, v 23. science, n (applied, fundamental) 24. stress, v 25. substance, n

82

количество несомненный факт предмет потребления данные открытие появляться, возникать излучать сталкиваться занимать, привлекать перечислять сущность существенный, важный создавать, вырабатывать собирать гипотеза исследование исследовать удовлетворять потребности людей получать предсказывать вероятность продолжать наука (прикладная, фундаментальная) подчеркивать, выделять вещество

DIFFERENT KINDS OF SCIENCE: pure science applied sciences practical science natural science physical science social science medical science life sciences social sciences

- considered only for its own nature as a skill or exercise of mind; - put to a practical use; - related to actual experience; - related to biology; - which relates to the nature of matter, force, structure; - relating to people’s lives and natures; - relating to medicine; - all the sciences which relate to living things; - scientific study of societies.

II. Give a word or expression for the following. 1. to subject the most serious study; 2. a kind of matter, something any body consists of; 3. to name, to mention everybody or everything; 4. to get, to procure something; 5. information necessary for drawing a conclusion or making a decision; 6. to ascertain something unknown before; 7. to continue, to go on; 8. being of great practical importance; 9. possibility of putting into practice; 10. supposition requiring confirmation.

III. Match English and Russian equivalents . 1. to deal with probability 2. fundamental science 3. a technique of inquiry 4. to gather the essential data 5. investigation 6. to obtain knowledge

1. прикладная наука 2. открыть новое вещество 3. исследование 4. иметь дело с вероятностью 5. огромное количество данных 6. перечислить причины 83

7. applied science 8. to enumerate reasons 9. to discover new substance 10. to emit rays 11. a great amount of data 12. to proceed research

7. фундаментальная наука 8. продолжить исследование 9. метод исследования 10. собрать важные данные 11. получать знания 12. испускать лучи

84

TEXT 5A. WHAT SCIENCE IS

Read the text and do the exercises. It can be said that science is a cumulative body of knowledge about the natural world, obtained by the application of a peculiar method practiced by the scientist. It’s known that the word science itself is derived from the Latin «scire», i.e. to know, to have knowledge of, to experience. Fundamental and applied sciences are commonly distinguished, the former being concerned with fundamental laws of nature, the latter engaged in application of the knowledge obtained. Technology is the fruit of applied science, being the concrete practical expression of research done in the laboratory and applied to manufacturing commodities to meet human needs. The word «scientist» was introduced only in 1840 by a Cambridge professor of philosophy who wrote: «We need a name for describing a cultivator of science in general. I should be inclined to call him a scientist». «The cultivators of science» before that time were known as «natural philosophers». They were curious, often eccentric, persons who poked inquiring fingers at nature. In the process of doing so they started a technique of inquiry which is now referred to as the «scientific method». Briefly the following steps can be distinguished in this method. First comes the thought that initiates the inquiry. It’s known, for example, that in 1896 the physicist Henri Becquerel, in his communication to the French Academy of Science, reported that he had discovered rays of an unknown nature emitted spontaneously by uranium salts. His discovery exited Marie Curie, and together with her husband Pierre Curie she tried to obtain more knowledge about the radiation. What was it exactly? Where did it come from? Second comes the collecting of facts: the techniques of doing this will differ according to the problem which is to be solved. But it is based on the experiment in which anything may be used to gather the essential data - from a test-tube to an earthsatellite. It’s known that the Curies encountered great difficulties in gathering their facts, as they investigated the mysterious uranium rays. This leads to step three: organizing the facts and studying the relationships that emerge. It was already noted that the above rays were different from anything known. How to explain this? Did this radiation come from the atom itself? It might be expected that other materials also have the property of emitting radiation. Some 85

investigations made by Mme Curie proved that this was so. The discovery was followed by further experiments with «active» radioelements only. Step four consists in stating an hypothesis or theory: that is, framing a general truth that has emerged, and that may be modified as new facts emerge. In July 1898, the Curies announced the probable presence in pitchblende ores of a new element possessing powerful radioactivity. This was the beginning of the discovery of radium. Then follows the clearer statement of the theory. In December 1898, the Curies reported to the Academy of Sciences: «The various reasons enumerated lead us to believe that the new radioactive substance contains a new element to which we propose to give the name of Radium. The new radioactive substance certainly contains a great amount of barium, and still its radioactivity is considerable. It can be suggested therefore that the radioactivity of radium must be enormous». And the final step is the practical test of the theory, i.e. the prediction of new facts. This is essential, because from this flows the possibility of control by man of the forces of nature that are newly revealed. Note should be taken of how Marie Curie used deductive reasoning in order to proceed with her research, this kind of «detective work» being basic to the methodology of science. It should be stressed further that she dealt with probability and not with certainty - in her investigation. Also, although the Curies were doing the basic research work at great expense to themselves in hard physical toil, they knew that they were part of an international group of people all concerned with their search for truth. Their reports were published and immediately examined by scientists all over the world. Any defects in their arguments would be pointed out to them immediately.

EXERCISES:

I. Fill in the blanks in the sentences using the appropriate words and word combinations from the following list. at great expense; to meet human needs; to point out; to encounter difficulties; to refer to; to emerge; to distinguish; search for truth.

86

1. Technology is the fruit of science applied to manufacturing commodities ... . 2. «Natural philosophers» being rather curious started a technique of inquiry which ... now ... as the «scientific method».3. There are some steps ... in this method. 4. The Curies are known ... in investigating the mysterious uranium rays. 5. A general truth may be modified as new facts ... . 6. The Curies were doing the basic research work ... to themselves in hard physical toil. 7. They were part of an international group of people all concerned with their ... . 8. Scientists all over the world examined the Curies reports and any defects in their arguments ... to them immediately.

II. Correct the statements if they are not true. 1. Fundamental science is concerned with fundamental laws of nature, whereas applied science is engaged in application of the knowledge obtained. 2. The word «scientist» was introduced by a Greek philosopher in ancient times. 3. Pierre Curie was the first to discover rays of an unknown nature emitted by uranium salts. 4. The technique of collecting facts differs according to the problem which is to be solved. 5. The Curies reported that the radioactivity of radium must be limited. 6. It was probability that Marie Curie dealt with in her investigation. 7. The Curies performed their research in complete isolation as they didn’t want anybody to help them. III. Say what you have learnt about: 1. the origin of the word «science»; 2. fundamental sciences; 3. applied sciences; 4. scientific method. IV. Think and answer. 1. How did the word «scientist» appear? 2. What steps are distinguished in the scientific method? What are they characterized by?

V. Make a short summary of the text. 87

TEXT 5B. SCIENCE AND TECHNOLOGICAL PROGRESS IN MODERN SOCIETY

Study the following text and do the tasks given bellow Natural science is the main characteristic feature distinguishing the present civilization from the other civilizations in the past. From its early beginning in the 16th century the developments of science have influenced the course of western civilization more and more. Until today it plays the most dominant role. It is not much of exaggeration to say that we live in a world that materially and intellectually has been created by science. The point is easy to illustrate on the material level. There’s hardly an article used in the homes, in the places of work, or in the places of enjoyment that has not been modified by technology based on science. Another part of the story is less obvious and less well known, but far more important. It’s a story of expanding intellectual horizons - the impact of science on the mind of a man. Fundamentally, science is an intellectual enterprise, an attempt to understand the world in a particular way. All the developments are but the results, the outcomes of this intellectual activity. Over the past 150 years the range of human knowledge has been doubled every 12 or 15 years. In 1930 man knew 4 times as much as he did in 1900; by 1960 his knowledge had grown sixteenfold, and in the year 2000 it was a hundred times what it had been a century previously. The second part of the 20th century has brought a number of technical innovations which are still very young but which are taken so much for granted that it’s as if they’ve always existed. The transistor was not invented until 1948. This piece of electronic equipment found wide use in space technology, computers, transistor radios, medical instruments, television sets - in fact, wherever precise control and modulation of electrical signals was required, however, the invention of ICs (integrated circuits) in 1958 brought in a new era of change in the field so fundamental, that it already has the characteristics of a second industrial revolution. A mere 12 years separated the launching of the satellite Sputnik 1 in 1957 and man’s first landing on the Moon in 1969. The first long-term orbital station Salyut launched in 1971 opened a new era in space research. Another period of 10 years and 88

in 1981 we could witness the launching of a typically new cosmic vehicle - the Shuttle. It’s not difficult to continue with other examples but the point is clear. Events such as these are characteristic of the rate of technological development in the second half of the 20th century. They suggest that the technological innovations we are to experience during the next 20 years to come may well surpass our wildest fantasies and today’s tomorrow may well become tomorrow’s the day before yesterday. Science occupies a central position in modern society. It dominates man’s whole existence. Research and innovations in technology should improve society’s living and working conditions and remedy the negative effects of technical and social changes.

I. Give your impressions of: 1. the influence of science on the course of western civilization; 2. prominent technical innovations of the 20th century; 3. the rate of technological development.

II. Think and answer. 1. Why is it possible to say that the world we live in has been created by science? 2. How does science influence the mind of a man? 3. What’s the role of science in modern society?

TEXT 5C. THE MOST PROFOUND TECHNOLOGY

Study the text and do the tasks given bellow. In recent years, scientific and technological developments have drastically changed human life on our planet, as well as our views both of ourselves as 89

individuals in society and of the universe as a whole. Maybe one of the most profound developments of the last decade is the discovery of recombinant DNA technology, which allows scientists to introduce genetic material (or genes) from one organism into another. In its simplest form, the technology requires the isolation of a piece of DNA, either directly from the DNA of the organism under study, or artificially synthesized from an RNA template, by using a viral enzyme called reverse transcriptase. This piece of DNA is then ligated to a fragment of bacterial DNA, which has the capacity to replicate itself independently. The recombinant molecule thus produced can be introduced into the common intestinal bacterium Escherishchia coli, which can be grown in very large amounts in synthetic media. Under proper conditions, the foreign gene will not only replicate in the bacteria, but also express itself, through the process of transcription and translation, to give rise to large amounts of the specific protein coded by the foreign gene. The technology has already been successfully applied to the production of several therapeutically important biomolecules, such as insulin, interferon, and growth hormones. Many other important applications are under detailed investigation in laboratories throughout the world.

I. Give your impressions of: 1. the most prominent development of the last years; 2. the application of the new technology.

II. Think and answer. 1. What does recombinant DNA technology consist of? 2. Where was recombination DNA technology used?

90

TEXT 5D. SCIENCE PROBLEMS

Learn some more material about science and answer the questions: “Why is the division between science and technology being eraised?”

Science problems can be roughly classified as analytic and synthetic. In analytic problems we seek the principles of the most profound natural processes, the scientist working always at the edge of the unknown. This is the situation today, for instance, within the two extremes of research in physics - elementary particle physics and astrophysics - both concerned with the properties of matter, one on the smallest, the other on the grandest scale. Research objectives in these fields are determined by the internal logic of the development of the field itself. Revolutionary shocks to the foundations of scientific ideas can be anticipated from these very areas. As to synthetic problems, they are more often studied because of the possibilities which they hold for practical applications, immediate an distant, than because their solution is called for by the logic of science. This kind of motivation strongly influences the nature of scientific thinking and the methods employed in solving problems. Instead of traditional scientific question: «How is this to be explained?» the question behind the research becomes «How is this to be done?» The doing involves the production of new substance or a new process with certain predetermined characteristics. In many areas of science, the division between science and technology is being erased and the chain of research gradually becomes the sequence of technological and engineering stages involved in working out a problem. In this sense, science is a Janus-headed figure. On the one hand, it’s pure science, striving to reach the essence of the laws of the material world. On the other hand, it’s the basis of a new technology, the workshop of bold technical ideas, and the driving force behind continuous technical progress. In popular books and journals we often read that science is making greater strides every year, that in various fields of science discovery is followed by discovery in at steady stream of increasing significance and that one daring theory opens the way to the next. Such may be impression with research becoming a collective doing and scientific data exchange a much faster process. Every new idea should immediately

91

be taken up and developed further forming the initial point of an avalanche-like process.

Read the abstract from the article «So I have come to the idea» by Academician N. N. Semyonov and get ready to render its contents in English.

В 1924 г. моя лаборатория занималась интересными научными проблемами, и занималась с успехом. Вместе с А. Ф. Вальтером мы развивали новую теорию так называемого теплового пробоя диэлектриков и ставили целую серию опытов для проверки математических следствий нашей теории. Совместно с Ю. Б. Харитоном и А. И. Шальниковым мы изучали совершенно новые вопросы конденсации паров из молекулярных пучков на сильно охлажденных поверхностях. Мы натолкнулись на неожиданные и интереснейшие новые явления и старались осмыслить их теоретически. Когда-то вечером - это было в конце 1924 г. - ко мне пришла З. Вальта, милая молодая девушка, окончившая университет. Она просила принять ее в аспирантуру института - в мою лабораторию. Я совсем ее не знал, но мои молодые сотрудники были с ней знакомы. Один из них много рассказывал ей о нашей работе. Зиночке хотелось работать у нас. В трех комнатах лаборатории было тесно. Кроме того, меня так увлекали ведущиеся у нас работы, что мне не хотелось ставить еще одну новую тему. и все же, посоветовавшись со своими сотрудниками, я решил, хотя и не очень охотно, взять Зину Вальта к нам в качестве аспиранта. Мы решили поручить ей изучение выхода света при реакции окисления фосфора. Тема эта не являлась развитием других наших работ и идей. Она была выбрана случайно. И, признаться, не очень меня интересовала. Если бы я знал, что двойная случайность - принятие в аспирантуру Вальта и поручение ей именно этой темы - определит в дальнейшем в значительной мере работу всего нашего коллектива! Конечно, разветвленные цепные реакции все равно были бы неизбежно открыты в скором времени, но то, что именно мы оказались пионерами этой важнейшей области химии и физики, явилось делом случая. 92

Render the contents of the following text in English.

Scientific methods

Albert Einstein, one of the greatest theoretical physicists, was once asked to explain the way in which a scientist worked. «If you want to know the essence of scientific method, don’t listen to what a scientist may tell you. Watch what he does.» Similarly, if you would ask a hundred scientists to describe the methods of science, you would probably get a hundred different answers. But they would probably all agree with Einstein that science is a way of doing things, a way that involves imagination and creative thinking as well as collecting information and performing experiments. Facts by themselves are not science, but science deals with facts. The French mathematician Poincare stated in this way: «Science is built with facts just as a house is built with bricks, but a collection of facts cannot be called a science any more that a pile of bricks can be called a house.»

Audial Practice Listen to the text and speak about different applications of a computer.

Think and do.

I. Make a speech in favour of modern electronic equipment (personal computers, robots. Electronic writing/printing aids). Why can’t we do without them?

II. Pretend you are an inventor. Describe your invention. What does it look like? What does it do? How does it work? Your invention can be funny or serious. 93

III. Comment on the following statement: “The job of science is to serve people.” (L. Tolstoy)

IV. Imagine you have received the task to make a lecture on the topic “Science and Society”. What problems will you discuss?

Just for fun

Sign on the wall of a research laboratory: “Consider the turtle – he doesn’t make any progress unless he sticks his neck out.”

* * * Two men, who were visiting a museum, were seen standing in front of an Egyptian mummy, over which a placard bearing the inscription: “B. C. 1187.” Both visitors were much mystified thereby. “What do you make of that, Jim?” “Well,” said Jim, “I dunno; but maybe it was the number of the motor car that killed him.”

Poem to Enjoy

Some Science Fiction Robert Frost The chance is the remotest Of its going much longer unnoticed 94

That I am not keeping pace With the headlong human race. And some of them may mind My staying back behind To take life at a walk In philosophic talk; Though as yet they only smile At how slow I do a mile, With tolerant reproach For me as an Old Slow Coach. But I know them what they are: As they get more nuclear And more bigoted in reliance On the gospel of modern science, For them loitering around At less then the speed of sound Or even the speed of light Won’t seem unheretical quite. They may end by banishing me To the penal colony They are thinking of pretty soon Establishing on the Moon. With a can of condensed air I could go almost everywhere, Or rather submit to be sent As a noble experiment. They should try one wastrel first On a landscape so accursed To see how long they should wait Before they make it a state. 95

Material for Teachers. Texts for Audial Practice.

Topic 1. Bernard and Francois Bushet are brothers. They live in Paris and work with new sounds and shapes for making music. They haven't always done this, though; for a long time Bernard managed a factory and Francois ran a business in Argentina. Then, about 30 years ago, they took their savings and began the work they do now. First they learnt all about how classical musical instruments were made, and then they began inventing their own instruments. Now their lives are quite varied. They are still inventing new instruments; but Bernard has begun working with children as well. He helps them to discover music without having to read written notes. He sometimes travels, too, giving concerts on his instruments with other musicians. Francois also travels - sometimes to set up exhibitions, sometimes just for the pleasure of arriving in a new place. Bernard's main complaint? The telephone. 'When an artist is working,' he says, 'and he has to run to the telephone, something is broken inside. I agree with the sculptor who said that freedom for the artist means having a secretary.'

Topic 2. British Universities and colleges have Students' Unions which are concerned with students' life and studies. Unions have their Presidents, their role is basically to represent the interests of the students. Almost all power rests in the hands of the whole membership as expressed in General Meetings. For practical purposes the decision-making is delegated to Union Council. Each Union Council has sub-committees each of which has the job of overseeing a small area of the Union's work. For example, the Union Council of the University of Leeds has the Cultural Affairs Committee, Executive Committee, Freshers Committee, House Committee, etc. They help to settle different students' problems in the academic year - with grants, accomodation, rents. They are also responsible for the coordination and organization of extra-curricular activities. If at any time a student needs advice, members of the Union Council will be glad to be of assistance. All these committees are open - any student may take part in the elections to them.

96

Topic 3. The Queen inherited a monarchical tradition which has lasted for over a thousand years. Not only is she head of state, but she is a personal symbol of national unity and provides a focus for popular loyalty. Ceremonial activities have always been associated with British kings and queens and, in spite of changing attitudes, many traditional ceremonies still take place. Royal marriages and funerals, for instance, are major ceremonial events. Royal processions play an important part on occasions such as the opening of Parliament, when the Queen drives in state from Buckingham Palace to Westminster, and the arrival of visiting heads of State. Such royal ceremonies normally attracts large crowds; millions more in Britain and abroad often follow the events on television. Topic 5. The future increase in capacity and decrease in cost of microelectronic devices will not only give rise to compact and powerful hardware but also bring changes in the way human beings and computers interact. Both adults and children are able to have as a personal possession a computer about the size of a notebook with the power to handle all their information-related needs. The personal computers can be regarded as the example of human medium of communication. The evolution of the personal computer has followed thepath similar to that of the printed book, but in 40 years rather than 600. Like the handmade book of the Middle Ages the massive computers built in two decades before 1960 were coarse, expensive, available to only a few. Just as Industrial Revolution made possible the personal book by providing inexpensive paper and mechanized printing and binding, the microelectronic revolution brought about the personal computer. Ideally the personal computer is designed in such a way that people of all ages and walks of life can model and channel its power to their own needs. Architects are able to simulate three dimentional space in order to modify their current designs. Physicians are able to store and organize a large quantity of information about their patients. Composers are able to hear a composition as they are composing it, especially if it is too complex for them to play. Children have an active learning tool that gives them ready access to large stores of knowledge in ways that are not possible with books.

97

PART III. ORAL PRACTISE

CONVERSATIONAL FORMULAS I. The characterization of the dialogues and individual conversational formulas as «formal», «informal», etc. here is intended as a rough indication of usage. It should be noted, however, that subjective factors, regional differences, the actual situation in which the formulas are used and linguistic factors (context, intonation, etc.) all play an important role. The classification undertaken should therefore be regarded as a practical guide and not treated too rigidly. Formulas, which are not characterized as «formal», «informal», etc. are used both in formal and informal speech.

I. Greetings.

Dialogue A ( relatively informal) Joan: Mike: Joan: Mike:

Hello, Mike! Hello, Joan! Haven’t seen you for a long time. How are you going on? All right, thanks. How are you? Oh, not too bad, thanks.

Dialogue B ( more formal) Mr. Jackson: Good morning, Mrs. Turner. How are you? Mrs. Turner: Good morning, Mr. Jackson. I’m very well, thank you. And how are you? Mr. Jackson: I’m not feeling very well at the moment. I think I must have caught a cold. 98

Mrs. Turner: I’m sorry to hear that. I hope you’ll soon get over it.

Additional formulas:

Greetings

Responses

Good morning / afternoon / evening! (formal) Morning! Afternoon! Evening! (abbreviated forms of ‘Good morning!’ etc. and less formal) How are you? (primarily an inquiry about a person’s health) How are you getting on? (an inquiry about a person’s health and general well-being)

as greeting as greeting

Quite well, thanks / thank you. / Fine, thanks / thank you. Much better, thanks / thank you. (used when the person asked has been ill or unwell)

EXERCESES

I. Read the dialogues aloud several times.

II. Act the dialogues in pairs until you know them more or less by heart. Take first one part and then the other.

III. Practice greeting one of your friends. Use formulas from the dialogues.

99

2. Leave-Taking

Dialogue A (relatively informal) Joan: Mike: Joan: Mike: Joan:

Well, I think I’d better be going. Me, too. Remember me to Ken. Thanks, I will. Best wishes to Margaret. Thanks. So long, then. Cheerio. See you next Thursday. Dialogue B (relatively formal)

Mr. Jackson: Excuse me, Mrs. Turner, but I’m afraid I shall have to be going. I promised to be at home by six. Give my kindest regards to your sister. Mrs. Turner: Thank you, I will. It was nice to see you again. Give my best wishes to your wife and children. Mr. Jackson: Thank you. Goodbye. Mrs. Turner: Goodbye.

Additional formulas I must be going now. (I’ll) see you later. (fairly intimate; used when one will see the person later that day) (I’ll) be seeing you. (fairly intimate; used when it is uncertain when one will see the person next) See you. (fairly intimate; used when one will probably see the person fairly soon; used mainly by younger people among themselves) Bye. (less formal then ‘Goodbye’) Bye-bye. (fairly intimate; used especially by women, and when taking leave of them or children) Give my love to Sarah. (fairly intimate) Have a nice / good time. Enjoy yourself. (The last two formulas are used when someone is leaving to go on holiday, to a party, dance, etc.) 100

EXERCISES

I. Read the dialogues aloud several times.

II. Act the dialogues in pairs until you know them more or less by heart. Take first one part and then the other.

III. Practice taking leave of one of your friends. Use formulas from the dialogues. IV. Answer the following questions: 1. What remarks may be used preparatory to taking leave of someone? 2. What formula might you use when taking leave a child? 3. What might you say to a friend of yours who was going to a dance? 4. What might you say to friends of yours who are just leaving to go on holiday? 5. What formula might you use when asking someone to pass on your best wishes to a close friend of yours? 6. What does one say when taking leave of someone more formally?

V. Act Dialogues A and B of ‘Greetings’ followed by Dialogues A and B of ‘Leave-Taking’.

3. Introductions

Dialogue A (informal) Roland: Christine, do you know Clive? Christine: No, I don’t think I do. Roland: Christine, this is Clive Barlow. Clive, this is Christine Devlin. 101

Christine: Hello! Clive: Hello!

Dialogue B (relatively formal) Mr. White: Mrs. Moore, may I introduce a friend of mine? This is Mr. Pearce. James, this is Mrs. Moore. She works at the same office as my wife. Mrs. Moore: How do you do? Mr. Pearce: How do you do?

Dialogue C (polite without being too formal) ( A young man and a young woman have got into conversation with each other in a railway compartment.) Young Man: Perhaps, I’d better introduce myself. My name is Jim Graves. I’m studying physics at Hull. Young woman: My name’s Kathleen Maguire. I’m a medical student.

Additional formulas You haven’t met Mr. Fraser, have you? (neutral - mildly formal) I’d like to introduce you to Mrs. Bellamy. (neutral - mildly formal) I’d like to meet Mr. Hill. (neutral - mildly formal) Judy, meet Mr. Knight. (neutral - mildly formal) Pleased to meet you. Have you (two) been introduced? Have you (two) met before? (The last two formulas are relatively informal and fairly intimate, and would be used when the people have already struck up a conversation). May I introduce myself? My name’s Robinson. (formal) My name’s Paul. What’s yours? (informal)

102

EXERCISES

I. Read the dialogues aloud several times.

II. Act the dialogues in pairs until you know them more or less by heart. Take first one part and then the other.

III. Introduce one of your friends to another as if they had never met before.

IV. Introduce yourself to someone you have never met before but have got into conversation with.

V. Answer the following questions: 1. How would you respond on being introduced to someone in a more formal manner / in an informal manner? 2. Give several formulas used for introducing people in a neutral - mildly formal manner. 3. How would you introduce yourself in a formal / informal way? 4. How would you informally introduce two people who have already struck up a conversation?

4. Invitations, Making Arrangements

Dialogue A (informal) George: How about going for a cup of coffee this afternoon? Diana: That’s a good idea. Where shall we meet? George: I’ll wait for you in front of the post office at four o’clock. 103

Diana: That’s a bit too early for me. Could we make it half past? George: Okay, it suits me. See you later, then. Diana: Bye.

Dialogue B (slightly more formal) David: Would you like to come round to our place one evening? We could have a drink and listen to some records. Jenny: I’d like to very much. David: Are you doing anything special on Friday? Jenny: I’m afraid I’ve got tickets for the theatre. David: It’s a pity. Still, it can’t be helped. Are you free next Wednesday? Jenny: (taking out her diary) Let me see. Yes, I think that’ll be all right. Thanks for the invitation. David: Oh, don’t mention it. Shall we say half past seven? Jenny: That would suit me. David: Good, that’s settled, then. Well, I must rush off now. Bye. Jenny: Bye-bye.

Additional formulas

Invitations, Arrangements, etc.

Responses

(Are) you doing anything tonight / on Saturday, etc.? (relatively informal) How about (doing smth.)? (informal) Would you like (to do smth.)?

104

No ... I’m afraid I ... I’d love to. That would be lovely / marvelous. (The last two formulas are used especially by women.) Yes, (that’s a) good idea. (mildly informal) I wouldn’t mind. All right. (The last two formulas of

acceptance are informal; they may indicate lack of enthusiasm but need not.) Thank you very much. It’s very nice of you. (relatively formal; indicates acceptance) It’s very kind of you, but ... I’m afraid I ... (The last two formulas are relatively formal and precede a rejection of the invitation.) I’m sorry, but ...

I’d like to invite you to our New Year party, etc. / to come and see us, etc. (relatively formal)

EXERCISES

I. Read the dialogues aloud several times.

II. Act the dialogues in pairs until you are thoroughly familiar with them. Learn Dialogue A by heart.

III. Translate the following sentences into English using words and formulas from the dialogues. 1. К сожалению, я не смогу придти в пятницу утром. У меня лекция. Жаль, но нечего не поделаешь. А как насчет воскресенья? 2. Может быть, сходим сегодня вечером в кино? 3. Ты будешь свободен в восемь часов? - Возможно, но не уверен. Лучше позвони мне заранее. 4. Как насчет того, чтобы пообедать вместе? - С удовольствием. - Прекрасно. Я заеду за тобой в пять часов. 5. Вы не хотели бы пойти в воскресенье на выставку современной живописи? - Прекрасная идея. Я очень люблю живопись.

105

6. Вы не заняты в воскресенье? Мои родители хотели бы пригласить Вас на обед. - Большое спасибо, это очень любезно с их стороны. Но, к сожалению, в воскресенье я уезжаю за город.

IV. Answer the following questions: 1. How would you phrase a relatively formal invitation to a Christmas party? 2. What formula might one use in accepting the above invitation? 3. What might you say if you wanted to know if someone was free on Tuesday evening? 4. What formulas can one use in turning down an invitation?

V. Working in pairs, prepare and act a dialogue in which two people meet and: 1. X invites Y to stay with him / her over the weekend; 2. X invites Y to a house-warming party; 3. X invites Y to have lunch with him / her; 4. X and Y arrange to go to a football match together; 5. X and Y arrange to go to the cinema together; 6. X and Y arrange to go and visit a friend who is in a hospital.

VI. Give appropriate responses (acceptance or rejection) to the following: 1. Would you like to come round one evening? 2. Would seven o’clock suit you? 3. What about having lunch in town? 4. Can you manage Thursday at two? 5. Shall I call for you at the office? 6. Should we have lunch together? 7. May I take you home?

106

CONVERSATIONAL FORMULAS II

1. Congratulations, Good Wishes, etc.

Dialogue A (relatively informal) Eric: Hugh: Eric: Hugh: Eric: Hugh:

Hello, Hugh! Any news? Yes, it’s a girl! She was born last night at seven o’clock. Congratulations! Everything all right? Yes, thanks. Janet and the baby are both well. Good! Give my best wishes to Janet when you go to see her. Thanks, I will.

Dialogue B (relatively informal) Bill: Kate: Bill: Kate: Bill: Kate: Bill: Kate:

So you are off to London on Saturday, Kate. Yes, we are catching the 8.35 train. I hope you‘ll have a nice holiday and a good rest. Thanks. Don’t work too hard while we are away. Well, I can’t promise, but I’ll do my best. Don’t forget to send me a card. No, I won’t forget. Well, all the best if I don’t see you before you leave. Thanks. The same to you.

Dialogue C Bob: Merry Christmas and a Happy New Year! Janet: Thanks. The same to you.

107

Dialogue D Sandra: Many happy returns of the day, Eve! Carol: Oh, is it your birthday? Many happy returns! Heather: Happy birthday, Eve! Eve: Thank you.

Additional formulas Congratulations! I’m very pleased. (mildly formal; could be used, for example, to congratulate someone who has got engaged) My heartiest congratulations! (relatively formal) I’d like to congratulate you on a very successful evening, etc. / on passing your examinations, etc. (formal) Congratulations! I hope you’ll be very happy. (mildly formal; used when someone has got married) I hope you(‘ll) get on all right. (relatively informal; used when someone is about to undertake smth. which may be difficult) Good luck! (used when someone is about to undertake smth. difficult, etc.) I hope you’ll soon be better / you’ll soon get over it / you get well soon. (used when someone is ill or unwell)

EXERCISES

I. Read the dialogues aloud several times.

II. Act the dialogues until you are thoroughly familiar with them. Learn dialogues C and D by heart.

108

III. Translate the following sentences into English using formulas from the dialogues.

1. Всего хорошего! - Спасибо, взаимно. 2. От всего сердца поздравляю с днем рождения! 3. Веселого Рождества и счастливого Нового Года! 4. Есть новости? - Да, у нас родился сын! - Поздравляю! Надеюсь, все в порядке? - Да, и жена, и сын чувствуют себя хорошо. - Я рад за вас.

IV. Answer the following questions: 1. What does one say to people just before Christmas? 2. What do they reply? 3. What do you say to someone on his / her birthday? 4. What does he / she reply? 5. What might you say to someone who has got engaged? 6. What would you say to someone who has got married? 7. What might you say to someone just before an examination? 8. What might you say to someone who was just about to start a new and difficult job? 9. How can one express one’s good wishes to someone who is ill? 10. How might a guest formally express his congratulations on the success of a party, discussion, etc.?

V. Working in pairs, prepare and act a shot dialogue in which X meets and congratulates Y, a friend of his / hers, on: 1. getting married; 2. getting engaged; 3. passing an important examination; 4. getting a better job; 5. winning an important sports event.

109

Immediately after the two friends met and exchanged greetings, X should use a sentence beginning: ‘I’ve heard that you ...’ or ‘Is it true that you ....?’ or ‘I haven’t seen you since you ....’. VI. Working in pairs, prepare and act a dialogue in which X says goodbye to a friend, Y, who is about to set off for a holiday in Germany. Use Dialogue B as a model.

2. Apologies

Dialogue (polite; mildly formal) (Jill, who has overslept, arrives at the bus stop out of breath and joins the queue.) Jill: (to the man in front of her in the queue) Excuse me, could you tell me the correct time, please? Man: (who has been daydreaming) I beg your pardon, I didn’t catch what you said. Jill: I said: ‘Could you tell me the correct time, please?’. My watch has stopped. Man: Sorry, so has mine. Jill: Never mind, the bus is coming anyway. (They got on a bus, which is very crowded. As the bus starts, Jill treads on a woman’s toe.) Jill: I’m terribly sorry, I was thrown off balance. Woman: Oh, that’s all right. (Jill manages to get a seat, settles down, opens her briefcase and takes out a book.) Passenger: Pardon me, I think you’ve dropped something. Jill: Oh yes, it’s a letter. Thank you very much. Passenger: Don’t mention it. (The bus approaches the stop at which Jill has to get off. She gets up and starts to push her way pass the standing passengers to the door.) Jill: Excuse me ... Excuse me ... Excuse me ... (Jill gets off and hurries to the university. When she arrives the tutorial has already started.) Jill: I must apologize for being late, Professor Wood, I’m afraid I overslept. Wood: It’s quite all right, we’ve only just started. 110

Additional formulas (Because of the nature of what is to be expressed, virtually all formulas of apology and responses to them are polite and at least mildly formal.)

Apologies, etc.

Responses

I’m sorry but I ...

(Oh,) that’s all right. (There’s) no need to apologize . It doesn’t matter. Never mind. (As above) (As above) (As above) (Oh,) that’s all right. (There’s) no need to apologize.

(I’m) sorry I’ve kept you waiting. (I’m) sorry to have kept you waiting. (I’m) sorry for keeping you waiting. I’m sorry to trouble you, but ... (used when one has a favour to ask of someone, etc.) I’m sorry to disturb you, but ... (used when one interrupts someone who is working, etc.) I’m sorry to interrupt, but ... (used when one breaks into a conversation, etc.) I hope I’m not disturbing you. I hope you don’t /didn’t mind (me / my doing smth.)

(As above)

(As above) Not at all. / Of course not. (As above)

EXERCISES

I. Read the dialogue aloud several times.

II. Act the dialogue until you are thoroughly familiar with it. 111

III. What would you say in the following situations? 1. You want to push past someone in a crowded bus, tram, etc. 2. You have not heard what someone has said to you. 3. You have trodden on someone’s foot. 4. You want to draw someone’s attention to the fact that he has dropped something. 5. You want to apologize for being late. 6. You want to ask someone the time. 7. You want to ask someone the way to the railway station. 8. You want to ask someone for a light. 9. You have promised to lend someone a book and have forgotten to bring it with you. 10. You want to break into a conversation. 11. You want to ask a favour of someone. 12. Someone is busy, and you want to ask him a question. 13. You have used someone’s telephone without asking him beforehand. 14. You have corrected someone in public and you want to reassure yourself that he didn’t mind your doing so. Give appropriate replies to the formulas you have used in situations 3, 4, 5, 9, 10, 11, 12, 13, 14.

IV. Give appropriate replies to the following:. 1. I’m sorry but I couldn’t get you a ticket for tonight’s performance. 2. I’m afraid I’ve broken one of your cups. 3. I must apologize for loosing my temper. 4. I’m terribly sorry, but I thought you were Mrs. Adams. 5. I hope you didn’t mind me correcting you. 6. I’m sorry to butt in, but I must speak to you.

112

V. Invent five shot dialogues with various expressions of apology and replies to them. Example: Miss Shaw: Sorry I’m late. Mr. Riley: It doesn’t matter.

3. Requests, thanks

Dialogue A (relatively informal) (Mrs. Wade comes out of the backdoor of her house, crosses the lawn, leans over the hedge and calls to her next-door neighbour’s teenage daughter, who is lying in a deck chair.) Mrs. Wade: Joan, could you do me a favour? I want to go to the launderette, and my husband isn’t back yet. Do you think you could look after Angela while I’m away? I shan’t be long. Joan: Of course. I’ll come round straight away. Mrs. Wade: Thanks a lot. Joan: Would you mind if I had the TV on? I want to watch the hockey international. Mrs. Wade: No, of course not. Make yourself at home. Joan: If you meet my mother when you are going to the bus, would you tell where I am? Mrs. Wade: Yes, of course. Well, I’d better be off now. It’s very nice of you to help out. Joan: Oh, that’s all right.

Dialogue B (formal) (Two people who do not know each other are sitting at the same table in a restaurant having a meal.) Man: Could I trouble you for the mustard, please? 113

Woman: (handing him the mustard) Here you are. Man: Thank you. Dialogue C (relatively formal) (Two men, strangers to each other, are waiting for a late-night bus.) Mr. Cox: Could you give me a light? I’ve run out of matches. Mr. Hill: (handing him a box of matches) Here you are. You may as well keep hem. I’ve got another box. Mr. Cox: Thank you very much.

Additional formulas Requests

Responses

I have a favour to ask of you. (relatively formal; used to introduce a request) Would you mind if I (did smth.)?

(No,) of course not. (No,) not at all. No, please, do. (No,) please, go ahead. As above No specific reply or (No,) of course not. (No,) not at all. All right. might indicate a lack of enthusiasm, but need not As above (Yes,) of course you can. (Yes,) of course. Certainly. By all means. (= Of course.) (Yes,) please, go ahead.

Do you mind if I (do smth.)? Would you mind (doing smth.)?

Would you mind not (doing smth.)? Can / could I (do smth.)?

114

May I (do smth.)? (slightly more formal than `Can I ...`) Please (do smth.)

Please, don’t (do smth.)

Would you be so kind as to (do smth.)? (very formal, or ironical) I’d be very much obliged if you’d (do smth.). (very formal or ironical)

All right. would generally indicate a lack of enthusiasm here I don’t see why not. (= There is no reason why you shouldn’t.) (Yes,) of course you may. Then as above No specific reply or Yes (, I will.). All right. might indicate a lack of enthusiasm, but need not No specific reply or No (,I won’t.). All right. might indicate a lack of enthusiasm, but need not It would give me the greatest pleasure. (very formal, or ironical) As above

Thanks

Responses

Thank you (very much)

No reply or

Thanks (a lot). (more informal)

(Oh,) that’s all right. (mildly informal) Don’t mention it. (relatively formal) It’s a pleasure. (formal)

115

EXERCISES

I. Read the dialogues aloud several times.

II. Act the dialogues until you are thoroughly familiar with them.

III. Make up shot dialogues with requests, and appropriate responses expressing consent. Use the following imperative sentences as a starting point.

Example: Close the window! Mrs. Cox: Would you mind closing the window? Mr. Bell: Not at all. 1. Post these letters for me! 2. Don’t lock the door! 3. Answer the phone! 4. Lend me your copy of Shakespeare! 5. Make your own bed! 6. Repeat that! 7. Make a little less noise! 8. Pass me the mustard! 9. Don’t have the radio on too loud! 10. Don’t bang the door! 11. Don’t smoke in here! 12. Hand me the dictionary! 13. Don’t talk! 14. Don’t make such a noise! 15. Help me on with my coat!

116

IV. Respond appropriately to the following, expressing acquiescence. 1. Do you mind if I smoke? 2. Would you call me at 7.15, please? 3. May I keep this copy? 4. Would you mind waiting outside a moment? 5. Could I borrow this record, please? 6. Do you mind sleeping on the couch? 7. Would you return these books to the library? 8. You won’t tell her, will you?

V. Make up five shot dialogues with various expressions of thanks and replies to them. Example: Mr. James: Here’s the book I promised to lend you. Mrs. Hill: Oh, thank you very much. Mr. James: That’s all right.

117

CONVERSATIONAL FORMULAS III 1. Agreement, partial agreement, etc. Mr. Hardy: I used to think that children should be brought up and educated at home until they start school, but I’ve changed my mind over the last few years. In my opinion, nursery education in Britain should be greatly expanded and integrated into the whole education system. Mrs. Craig: I agree with you. Children who attend a nursery find it easier to fit into the routine of school life. Mrs. Hughes: I quite agree. They’ve got used to playing and working in a larger group. Mr. Hardy: Precisely. They’ve already learned the elements of discipline and self-discipline which are essential at school. Mrs. Craig: That’s true. Quite a lot of children who are only used to being at home and playing in the street find it difficult to settle down at school. Mrs. Hughes: That’s just it. I think more or less every child would benefit from attending a nursery. Mr. Hardy: So do I. In fact I hope some form of attendance at nursery will be compulsory some day. Mrs. Craig: I couldn’t agree more.

Additional formulas

Agreement etc. I agree with you completely / entirely. I quite agree with you. I agree completely / entirely. I quite agree. That’s (quite / perfectly) true. You’re (quite / perfectly) right. I’m of the same opinion. Exactly. Hear, hear! (Expression of agreement with a speaker at a meeting, etc.) 118

Partial agreement (Formulas used to indicate some measure of agreement and to introduce or imply a partial objection to what has been said.) I partly agree (with you). I agree (with you) to a certain extent. I agree (with you) up to a point. That’s true to a certain extent / up to a point. You’re right to a certain extent / up to a point. (Yes,) I suppose so (but ...). I suppose not (but ...). There’s something in what you say (but ...). I wouldn’t deny that, but ... . (Formulas used to indicate what has been said also applies to oneself.) So do I. So can I. So was I, etc. Neither do I. Neither can I. Neither was I, etc.

EXERCISES

I. Make a list of all the formulas in the dialogue which indicate agreement and related notions.

II. Ask questions on the dialogue to elicit the following short replies. Where appropriate, use phrases such as ‘according to Mrs. Craig’ and ‘in Mrs. Hughes’ opinion’. 1. That children should be brought up and educated at home until they start school. 2. In Britain. 3. To playing and working in a large group. 4. The elements of discipline and self-discipline. 119

5. They find it difficult to settle down at school. 6. More or less every child. 7. Some form of attendance at nursery.

III. Express full agreement with the following statements, using as many different formulas as possible in each case. 1. All boys should be taught to cook. 2. Smoking is a bad habit. 3. English should be compulsory for all students from the first course on. 4. Money spent on education is an investment for the future. 5. I don’t like people who are very ambitious. 6. Men ought to do more to help with the housework. 7. Life would be much easier if people were more tolerant. 8. Girls are usually more hard-working than boys. 9. Men are more boastful than women.

IV. Express partial agreement with the following statements, using as many appropriate short-response formulas as possible. Example: She’s too self-assured for my liking.I partly agree. / I agree to a certain extent. / etc. 1. Smoking is a bad habit. 2. Motor-bikes are dangerous. 3. Boxing is a brutal sport, in my opinion. 4. Women still have to do most of the housework and shopping. 5. English isn’t easy as some people seem to think. 6. A well-educated person should know at least two foreign languages.

V. Repeat Exercise IV, this time adding some specific objection to the opinion expressed. Example: She’s too self-assured for my liking. 120

Yes, I suppose so, but you must remember that she’s the only girl in the group, and she has to assert herself.

VI. Indicate that the following statements also apply to you. Examples: I like carrots. I don’t like carrots. -

So do I. Neither do I.

1. I think someone ought to tell her the truth. 2. I thoroughly enjoyed the last concert. 3. I don’t believe a word of what he says. 4. I wasn’t a bit surprised to hear she’s divorced. 5. I thought his arguments were rather feeble. 6. I’d give anything to see her face when she finds out. 7. I shouldn’t like to be in his shoes. 8. I wish I could play the guitar. 9. I like going to the cinema. 10. I’d like to spend a holiday in the Caucasus. 11. I can’t stand operetta. 12. I shan’t be here next weekend. 13. I hate washing up. 14. I’ve never been to Africa. 15. I don’t like to get up early. 16. I can type very quickly. 17. I’ve been very busy for the last few days. 18. I’m always nervous before an exam. 19. I can hardly understand a word of Spanish. 20. I never wear a hat in summer.

2. Disagreement, etc. Mrs. Collins: I think living in a flat is much preferable to living in a house. Mrs. Taylor: Really? I’m afraid I can’t agree with you. I prefer houses, because they generally have more rooms. Mrs. Collins: That’s very well, but the rooms in houses are often smaller and 121

less conveniently arranged than in a flat. Mrs. Taylor: There’s something in what you say, of course, but modern houses are just as well laid out as flats. Besides, you mustn’t forget that most houses have a garden where you can relax and the children can play in safety. Living in a flat must be like living in a box. Mrs. Collins: Nonsense, Sally! Modern flats often have balconies, and they are surrounded by lawns and gardens. Houses are all very well, but they are very much harder to keep clean than flats. Mrs. Taylor: I disagree with you, but I won’t argue. I think the worst thing about flats is that they are so noisy. Mrs. Collins: That’s simply not true. I think you are prejudiced against flats. Mrs. Taylor: Far from it. I just prefer houses, that’s all.

Additional formulas

Disagreement I disagree. I couldn’t agree more. I disagree there / on that point. (I’m afraid) I disagree with you (there / on that point). I refuse to accept that. Nothing of the kind. Not at all. Rubbish! I’m not so sure of that. I’m not convinced. On the contrary. It’s just the other way round. Come, come! (Used as a remonstrance when someone expresses an exaggerated or foolish opinion.)

122

EXERCISES

I. Answer the following questions, using words and phrases from the dialogue: 1. Why does Mrs. Taylor consider houses to be preferable to flats? 2. What does Mrs. Collins say about rooms in houses? 3. What does Mrs. Taylor say about the layout of modern houses? 4. What does she say Mrs. Collins mustn’t forget? 5. What further disadvantages do houses have, according to Mrs. Collins? 6. What is the worst thing about flats, in Mrs. Taylor’s opinion?

II. Express disagreement with the following statements, using as many appropriate formulas as possible in each case. 1. He is terribly jealous. 2. I think we have to accept his decision. 3. There’s nothing we can do about it. 4. I’m absolutely certain she was telling lies. 5. She is a very impulsive sort of girl, isn’t she? 6. She always strikes me as being rather strict, whereas her husband is easy-going. 7. I think she’s more honest than he is. 8. I think it was a cowardly thing to do. 9. I don’t like her very much: I think she is snobbish. 10. Non-smokers are intolerant. 11. Women are terrible drivers. 12. Boys help more at home than girls. 13. You can’t change human nature. 14. You don’t need much education to be a good mother.

123

III. Express your agreement, partial agreement, or disagreement with the following statements. Try to use as wide a variety of formulas as possible. 1. English is more difficult than Russian. 2. Cats are dirty animals. 3. Winter is the best time of year. 4. Children get too much money nowadays. 5. Drinking is more dangerous than smoking. 6. You eat too much. 7. Dogs make the best pets. 8. Women teachers shouldn’t wear trousers at school. 9. Boys are better at sport than girls. 10. People in Russia are friendlier than in Britain. 11. Women have achieved complete equality nowadays. 12. Buses are more convenient than trams. 13. Most of the married women who go out to work do so for financial reasons. 14. Football is the most popular sport in Russia. 15. Teachers are overpaid. 16. Life in the countryside is very boring. 17. Most films are not worth seeing nowadays. 18. Smoking is the sign of a weak character. 19. Students’ grants are too high.

3. Uncertainty, tentative opinions, doubt, disbelief

Mr. Baxter: Who are you going to propose for the annual prize? Mr. Mann: I’m not at all sure. I’m in two minds about it. Who do you think ought to get it? Mr. Baxter: I can’t make up my mind either, but I should have thought that John Fletcher was the most likely choice. Mr. Mann: Do you really think so? There’s no doubt he’s done very well in the examinations, but he’s too one-sided for my liking. Mr. Baxter: Really? In what sense? Mr. Mann: Well, first of all, I’m pretty certain he’s one of those people who are 124

simply good at passing examinations. Mr. Baxter: How can you be sure? Mr. Mann: For one thing, the tutorial essays he wrote for the last term were rather superficial. Mr. Baxter: Is that so? You surprise me. Maybe he wasn’t able to spend so much time on them. Mr. Mann: Possibly, but I doubt whether the others had as much time as he did. He doesn’t seem to have any interests outside his own subjects. I don’t think one should encourage such a narrow approach. Mr. Baxter: I dare say you’re right, but who have you got in mind for the prize? Mr. Mann: What about Sarah Blake? She did very well in the exams and, what’s more important, she’s capable of really independent work. Besides, she’s made a great success of the Theatre Group. What do you think? Mr. Baxter: I hesitate to pass an opinion because I don’t know her so very well, but doesn’t she tend to be rather erratic? Mr. Mann: She used to be to some extent, but I think she’s overcome that now. Mr. Baxter: Well, you seem to make up your mind after all. Mr. Mann: Yes, it looks very much like it, doesn’t it?

Additional formulas (It should be born in mind that formulas expressing uncertainty, tentative opinions, doubt, disbelief and related notions, overlap and merge. The following classification is therefore intended as a practical guide and should not be treated too rigidly.)

Uncertainty I don’t know exactly. I’m not (quite) sure / certain. I can’t say (at the moment). I really couldn’t say. Perhaps / Perhaps not. Maybe / Maybe not. 125

Possibly / Possibly not. Perhaps / Maybe / Possibly I am / he can /we shall / etc.

Tentative opinion I should think so. / I shouldn’t think so. I think so. / I don’t think so. / I think not. I suppose so. / I don’t suppose so. / I suppose not. I suppose it is / he will / they can / etc. Probably / Probably not. I should / shouldn’t say so (on the whole). It seems / looks like it.

Doubt I (very much) doubt it. I doubt it very much. I doubt whether he is / we can / they will / etc. I’m not so sure of that.

Disbelief Are you sure? I find that (very) difficult to believe. I find it (very) difficult to believe that … I find it (very) difficult for you to believe that … Surely you don’t mean (to say) that … I (just / simply) don’t believe it.

126

EXERCISES

I. Reply to the following, expressing uncertainty. Use as many appropriate formulas as possible in each case. 1. Is his business plan worth discussing? 2. Are you going to carry out this experiment? 3. I don’t think he was telling the truth. And what about you? 4. Would you like to look through this information? 5. Do you think we should visit the meeting? 6. I think his report isn’t interesting. And you? 7. Are you going to take part in the conference? 8. Do you think we ought to postpone the meeting? 9. Is he the right man for the job? 10. I don’t think he’s improved very much. Do you? 11. I think everything will turn out for the best. Don’t you? 12. Do you think he’s well enough to start work again? 13. Was it his own fault? 14. Do you think we’ve made the right decision? 15. Is the article really as interesting as they say?

II. Reply tentatively to the following, using as many appropriate formulas as possible in each case. 1. Are you going to the meeting? 2. Don’t you think it’s very difficult to solve this problem? 3. They seem to be very capable. Don’t you agree? 4. Do you think we shall have to cancel the meeting? 5. I think he convinced them. Don’t you? 6. He seems to decline our proposal. Don’t you think? 7. Are you going to take part in this experiment? 8. Don’t you think it was a rather foolish thing to do?

127

III. Reply to the following, expressing doubt. Use as many appropriate formulas as possible in each case. 1. Do you think we’ve passed? 2. I think this trouble will blow over. Don’t you? 3. Do you think he’ll make a good teacher? 4. I’ve heard she’s very ill. Do you think she’ll get over it? 5. Do you think he will get this grant? 6. Is it true that they have lost their fortune? 7. Is she the right person for this job? 8. Do you think we’ll have a good summer this year? 9. I think he will make a success of it. Don’t you? 10. Do you think he was perfectly frank?

IV. Reply to the following, expressing disbelief. Use as many appropriate formulas as possible in each case. 1. Someone told me that she’s leaving the country. 2. It looks as if someone has stolen my camera. 3. I’ve heard that he’s threatened to resign. 4. He said he hadn’t received an invitation to the meeting. 5. I was told he was drunk when the accident happened. 6. I’ve been told he’s in debt. 7. Someone told me he was expelled from university. 8. I think he copied from the boy next to him. 9. Drinking is more dangerous than smoking.

128

PART IV. CHECKLIST

One’s Background 1. When and where were you born? 2. What school did your finish? 3. What can you say about your relatives? 4. What are the strong and weak traits of your character? 5. What are your interests? 6. What's your ambition? 7. What's your specialization? 8. Where are you going to work after graduating from university? 9. What are you busy with during your summer and winter vacations? 10. What degree were you awarded? Will you be awarded?

Higher Education 1. What degrees are awarded at universities? 2. What's the basic principle of national education in Russia? 3. Who is responsible for the students' progress? 4. What do you know about the tutorial system? 5. What are the specific features of the American system of higher education? 6. What is a college like in Great Britain? Is it similar to a Russian university? 7. What post-graduate courses does your University offer? 8. How many and what courses did you take at University? Were you free in selecting them? 9. What are the advantages and disadvantages of getting higher education abroad? 10. What's the difference between Russian and British systems of higher education? The United Kingdom of Great Britain and Northern Ireland 1. What are the countries of the UK and their capitals? 2. What's the statesystem of the UK? 3. Who's the Head of the state in the UK? 129

4. When does a Bill become an Act of Parliament? 5. Which party is the government of the country formed by? 6. Who is the Head of the government in Great Britain? 7. Where are laws made in the country? 8. What do you know about British Parliament? 9. What are the main political parties in the country? 10. How is scientific research financed in the country?

The Russian Federation 1. Where is the Russian Federation situated? 2. What mineral resources is the country rich in? 3. What great Russians do you know? 4. Where are laws made in the country? 5. What House of Russian Parliament is elected by people? 6. What's the executive body in Russia? 7. What's the role of Russian Parliament? 8. What's the statesystem of the country? 9. How many political parties are there in the country and what role do they play in social life? 10. What can you say about the President's administration?

Science and Technology 1. What is the role of science and technology in our life? 2. What problems has the rapid scientific progress aroused? 3. What invention do you consider to be one of the greatest in the world? Why? 4. Why should a scientist gather as much information on his subject as he can before doing his own research? 5. What way can the 20th century be labelled in? 6. What do you know about fundamental and applied sciences? 7. What is referred to as 'scientific method'? 8. How does science influence the development of society? 9. Enumerate some important technical innovations of the last century? 10. What's the difference between synthetic and analytic problems of science? 130

Literature:

1. Великобритания. Лингвострановедческий справочник, Москва, 2001. 2. Голикова 3. A. English Reader for Students of Polytechnics, Минск, 1990. 3. Игнатова Т. Н. Английский язык (интенсивный курс), Москва, 1992. 4. Маслыко Е. А. и др. Настольная книга преподавателя иностранного языка, Минск, 1999. 5. Павлоцкий В. М. Learn. Read. Discuss, Санкт-Петербург, 1998. 6. Почепцов Г. Г. Language and Humour, Киев, 1974. 7. Poems to Enjoy (Сборник английской, американской и австралийской поэзии), Москва, 1970. 8. Синявская Е. В. Английский язык в ситуациях общения, Москва, 1990. 9. Скалкин В. Л. Английский язык в ситуациях общения, Москва, 1998. 10.Хведченя Л. В. и др., Английский язык (гуманитарные специальности), Минск, 1998. 11.Числова А. С. Английский для гуманитариев, Ростов-на-Дону, 1999. 12.S. Hornby, Oxford Advanced Learner's Dictionary of Current English, Oxford, 1982. 13.Let's Speak English, 1995-1996. 14.Michael Swan, Catherine Walter, The New Cambrige Course, 1999. 15.Patrick M. Plant, Everyday English, Leipzig, 1981. 16.Speak Out, 1998-2001.

131

TABLE OF CONTENTS Part I. Phonetics reference book Сводная таблица чтения согласных ........................................................... 5 Сводная таблица чтения гласных ............................................................... 8 Exercises ......................................................................................................... 12 Part II. Topics for discussion Topic I. One's background ............................................................................. Text 1A. An interview .................................................................................... Text IB. The richest man in the world ........................................................... Audial practice ............................................................................................... Think and do ................................................................................................... Just for fun ......................................................................................................

19 25 33 36 37 39

Topic 2. Higher education .............................................................................. Text 2A. A student in Economics .................................................................. Text 2B. A walk round Oxford ...................................................................... Text 2C. Higher education in Russia ............................................................. Text 2D. Some facts about British universities .............................................. Audial practice ............................................................................................... Think and do ................................................................................................... Just for fun ......................................................................................................

40 42 45 48 50 53 53 55

Topic 3. The United Kingdom of Great Britain and Northern Ireland .......... Text ЗА. Great Britain .................................................................................... Text 3B. Government and administration ...................................................... Text 3C. Science and technology ................................................................... Text 3D. When in Britain ............................................................................... Audial practice ............................................................................................... Think and do ................................................................................................... Just for fun ......................................................................................................

57 59 61 63 64 67 67 68

Topic 4. The Russian Federation ................................................................... 71 Text 4A. Our country, Russia ........................................................................ 72 132

Text 4B. The President and federal government ............................................ Text 4C. Geography and climate ................................................................... Text 4D. Moscow, the capital of Russia ........................................................ Think And Do .................................................................................................

74 76 77 80

Topic 5. Science and technology ................................................................... Text 5A. What science is ............................................................................... Text 5B. Science and technological progress in modern society .................. Text 5C. The most profound technology ....................................................... Text 5D. Science problems ............................................................................ Audial practice ............................................................................................... Think and do ................................................................................................... Just for fun ......................................................................................................

82 85 88 89 91 93 93 95

Material for teachers. Texts for audial practice ............................................. 96 Part III. Oral practice Conversational formulas I .............................................................................. 98 Greetings ........................................................................................................ 98 Leave-taking ...................................................................................................100 Introductions ...................................................................................................101 Invitations. Making arrangements ..................................................................103 Conversational formulas II .............................................................................107 Congratulations. Good wishes .......................................................................107 Apologies ........................................................................................................110 Requests, thanks .............................................................................................113 Conversational formulas III ...........................................................................118 Agreement ......................................................................................................118 Disagreement ..................................................................................................121 Uncertainty, tentative opinion, doubt, disbelief .............................................124 Part IV. Checklist .........................................................................................129 Literature ......................................................................................................132 133

М. В. Круглова

READ AND SPEAK

Формат 60х90/16. Объем 8,75 п. л. Тираж 200 экз. Заказ № 665. Отпечатано в ИПП «Гриф и Ко», Г. Тула, ул. Октябрьская, 81а.

134