ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ
для студентов 1-го курса
Intermediate
министерство образования и науки российской федерации
Федеральное агентство по образованию
Государственное образовательное учреждение
высшего профессионального образования
Московский физико-технический институт
(государственный университет)
Кафедра иностранных языков
ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ
для студентов 1-го курса
Intermediate
МОСКВА 2008
Составители Н.Ю. Псурцева, O.А. Камчатнова
ЛАБОРАТОРНЫЕ РАБОТЫ ПО ПЕРЕВОДУ (для студентов 3-го курса) / Сост. Н.Ю. Псурцева. М.: МФТИ, 2008. – 60 с.
Дополнительные материалы
для студентов 1 курса
Intermediate
Составители Псурцева Наталья Юрьевна
Камчатнова Ольга Александровна
Корректор В.А. Дружинина
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Государственное образовательное учреждение
высшего профессионального образования
Московский физико-технический институт
(государственный университет)
Отдел автоматизированных издательских систем «физтех-полиграф»
141700, Московская обл., г. Долгопрудный, Институтский пер., 9
© Московский физико-технический институт, (государственный университет), 2008
Активная лексика
Дополнительные тексты для фронтального чтения
Text 1
Text 2
A Single Youth Culture
Youth culture and youth subcultures have been a subject of research since the early 1930s. Concise Oxford Dictionary describes subculture as “cultural group within a larger culture often having beliefs or interests at variance with those of the larger culture”. Subcultures are often considered to be attached to a social class. Empirical observation carried out by sociologists find that youth sub-cultures have a distinct individual style. They have certain ways of dressing (i.e. shoes, clothing and hairstyles), speaking (i.e. slang), listening to music and gathering in similar places. Some sociologies believe that youth subcultures have important positive functions in easing the transition from childhood to full adult life.
To concentrate on the bikers of the 60's seems fitting. This was one large youth culture and it still exists as a smaller section of society. Although there are variants of bike-boys they were broadly from a working class background and were seen as outsiders and loners linked by the love of motor-bikes and heavy rock music. Their style was masculine and their appearance was aggressive. The motor-cycle outfit looked tough with its leather studs, denim and heavy leather boots. Hair was worn long in a greasy swept-back style and many were tattooed on the hands, arms and chest. A typical evening for the bike boys would consist of the same activities: a drink and a game of darts in their local pub, a game of pinball and a coffee in the coffee bar and general horseplay and chatter in a club.
It is fair to say that social conditions have greatly improved in Britain since the 1960's and social class seems almost a thing of the past with modern politicians claiming that we are ‘all middle class’. This explains why there has been no substantial youth culture in a decade. Although bikers, as a subculture, still exist today, it appears that changes have been made as to the composition of members within the subculture; their values, beliefs and shared activities.
The 'ravers' from the eighties are a good example of another post-war youth culture. During the late 80s, young people with bandannas, brightly coloured clothes and a crazed look in their eyes were being presented as the next youth subculture. For the ravers (also known as clubbers) the shared experience is attending a rave party and possibly taking ecstasy which has become synonymous with the rave culture. This is often the only thing ravers have in commonwith each other unlike other subcultures. These parties, where extensive use of strobe lighting and psychedelic imagery was used, were attended by young males and females dressed in baggy oversized T-shirts, track suits and baggy jeans. The clothes were comfortable, brightly coloured and cheap. The intensive dancing to fast beating music, along with the use of hypnotic drugs, went hand-in-hand. This style of clothing suited excessive body movement, however, with interest coming from the fashion industry, it began to change and evolve. Baggy clothes for girls were replaced by tight body-hugging outfits made of materials such as lycra, emphasising appearance rather than comfort and practicality. It is difficult to define the common experiences that lead people to go to raves. It could be that many youths wanted to get away from the norms of every day life or problems like unemployment. Ravers appear to cut across all social divisions, classes, gender and age. Unlike the 60s bikers, ravers are not exclusive to the working class, the unemployed or dominated by male members. It is difficult to make analogies between the common experiences of an eighteen year old student and a thirty year old computer analyst both attending raves on a Saturday night.
Some social scientists argue that the age of spectacular subcultures is gone for good. This is because there are so many style and taste cultures which offer young people different ways of expressing their identity. They claim that there is too much diversity for any single youth subculture to dominate society. Nowadays identities appear to be in a constant state of change: individuals move freely from one sub-cultural group to another. Style, enjoyment, excitement, escape from boredom at work or play, being attractive to oneself have now become central life concerns. Changes in production techniques and consumer demand for a wider range of products allow greater choice not only for the youth generation, but increasingly for the middle aged and the elderly.
It is also worth noting that in recent years the subcultures that have occurred have been seen to be deviant such as the skinheads, football ‘hooligans’ and punks. They show the need for social change in a radical way. However, nowadays there are other ways of expressing hatred of norms. There are political parties and pressure groups to join, there are a number of relaxation therapies available and the use of psychologists is much more widespread. Young people face a future in which any genuine radicalism is quickly incorporated into the commercial marketing system and used to sell more commodities. Although there are a number of subcultures left in today's society like people who follow the grunge movement, there is no singular youth culture left.
Active vocabulary list
1. concise [kqn’sais] = brief, short
2. at variance with = different from
3. consider – считать, рассматривать. Конструкция типа ‘Нe is/was consideredto be a kind man’ переводится на русский язык «Считается/считалось, что он добрый человек». Наряду с глаголом ‘consider’ в такой конструкции могут использоваться глаголы think, believe, suppose, assume и ряд других.
4. attach v. smth to– присоединять, прикреплять что-либо к
ant. detach
5. carry out v. – выполнять, проводить
I expect my instructions to be carried out to the letter.
6. distinct [dɪ’stɪŋkt] from – особенный, четко отличающийся от
The region’s linguistic and cultural identity is quite distinct from that of the rest of the country.
7. certain adj. – определенный
syn. definite
8. similar to – аналогичный, похожий на
syn. analogous [q’nxlqgqs] to
similarity n. – сходство
syn. analogy [q’nxlqGI]
9. fitting – подходящий, уместный
syn. appropriate
10. although [ɔ:l’ðəu] = though
11. broadly = Зд. mainly
12. link v. to/with= connect
13. appearance n. – 1)внешность (syn. looks), 2) появление
appear v. – 1)появляться 2) казаться
It appears that… - Кажется, что = По-видимому (наверное, очевидно)
Nowadays identities appear to be in a constant state of change.
Очевидно, что в настоящее время люди постоянно меняют свой образ, находятся в постоянном поиске собственной индивидуальности.
14. outfit n. – одежда, одеяние, облачение, «прикид»
syn. a set of clothes
15. consist of – состоять из
syn. be made up of
16. claim – провозглашать, утверждать
17. substantial [səb’stænʃ(ə)l] - значительный
syn. huge, enormous, considerable
18. composition – состав
syn. constitution
19. present v. [pri’zent] – представлять
Statistics can be used to challenge theories that are presented as facts.
present someone with something – дарить, награждать
We are very pleased to be presented with this prestigious award.
20. synonymous with – быть неразрывно связанным с
syn. related to, connected with, corresponding to
wines, cheeses, and other products that have become synonymous with France
21. have (smth) in common with – иметь (что-то) общее с
This area obviously has a lot in common with other poor city areas.
22. along with – помимо, наряду с
syn. in addition to, apart from
23. however conj.– однако, тем не менее
24. evolve v. – развиваться
Syn. develop
25. replace v. smth with smth –заменить что-то чем-то
26. tight –плотно облегающий, тесный
syn. close fitting
ant. loose fitting
27. rather than – а не
28 define v. – определять
The responsibilities of each team member need to be clearly defined.
Defining the word ‘love’ can be very difficult.
29. lead (led, led) v. - вести, приводить к
30. cut across 1) пересекать
A river cut across the track about a hundred metres further on.
2) распространяться (через границы)
These problems cut across class boundaries.
31. dominate v. smth – 1) преобладать
The earthquake once again dominated the news.
Syn. prevail
2) подавлять, контролировать
As a boy, he was dominated by his mother.
32. argue v. – 1) спорить (with/about/over)
He used to argue with me over who should drive.
2) утверждать (that…)
33. for good = forever –навсегда
34. offer v. – предлагать
syn. suggest, propose
Remember the following structures
He thinks that we should offer to help.
I proposeto tell them the absolute truth. (formal)
I propose telling them what we think. (neutral)
I suggest we (should) have dinner first, and then watch the film.
I suggest going to the movies.
35. diversity [daɪ’vɜ:səti, dɪ’vɜ:səti] - разнообразие
syn. variety, variation
36. range – ряд, диапазон
37. increasingly – все больше и больше (от increase – увеличивать(ся))
38. note v. – отметить
Liz noted the changes with satisfaction.
39.occur v. [q’kE:] – происходить
syn. take place
40. deviant adj. [‘di:viənt] – отклоняющийся от нормы
(от ‘deviate’ – отклоняться)
41. face v. smth.– столкнуться с
She had to face the fact that she still missed him.
syn. be faced with
The country is now faced with the prospect of war.
42. incorporated into = included/involved into
43. commodity – товар, предмет потребления
44. a number of – ряд, некоторое количество
He has made a number of mistakes. Он сделал ряд ошибок.
the number of – число, количество
The number of mistakes he made amounted to several dozens.
Число допущенных им ошибок исчислялось несколькими десятками.
Question for discussion:
- How can the word subculture be defined? What makes youth subcultures distinct from others?
- What are the distinct characteristics of the bikers of the 60s?
- Why hasn’t there been any substantial youth culture in the latest decade?
- What is typical of the ravers of the 80s? Can ravers be called a proper subculture. Give you reasons.
- Why do some social scientists argue that the age of spectacular subcultures is gone for good?
- Why does the author of the text consider the subcultures that have appeared recently (punks, skinheads, etc.) to be deviant?
- What kind of future do young people face in terms of belonging to a certain subculture?
Text 1
A History Tour of the US
(a fifteen-minute presentation of a student of Moscow Linguistic University)
The history of the US is not long compared with the older nations of Europe and Asia. Let’s have a brief view of it by visiting its major cities.
All major European airlines fly to various destinations in the United States. Perhaps it would not be a bad idea to head for Philadelphia, the US most historic city, which could make a nice starting point for our tour. As the ten-hour flight is coming to its end, we are passing over the Caribbean Islands of Cuba, Haiti and the Bahamas, the territories discovered by Columbus in October 1492. (But back then, his voyage took him and his crews 10 weeks instead of 10 hours.) A short time later, we are getting off the plane at Philadelphia Airport. The city whose name translates as City of Brotherly Love from Greek, was founded in 1682 on the banks of the Delaware river by William Penn, an English aristocrat and religious free-thinker. Offering refuge to Europeans seeking religious freedom and new opportunities in the New World, it grew very rapidly. When Benjamin Franklin, one of the best-known Founding Fathers of the United States, arrived here in 1723, Philadelphia was the colonies’ most prosperous city. Franklin did a lot to make City of Brotherly Love a city of firsts, with the first library, insurance company, university and fire brigade. In the 1760s Philadelphia became the second most important city in the English-speaking world.
However, in the opinion of many colonists, the British rule became too tyrannical, its taxes too arbitrary and punitive. And Philadelphia, founded on the ideas of freedom, took centre stage in the War of Independence (1775-1783). The city was chosen to host the First and Second Continental Congresses which brought together delegates from the 13 colonies and resulted in the Declaration of Independence. On July 4, 1776 the Philadelphia bell, later known as the Liberty Bell, summoned people for a public reading of the Declaration. Ten years later the Independence Hall of Philadelphia witnessed the adoption of the United States Constitution (1786)about which Franklin said: “I consent to this Constitution because I expect no better, and because I am not sure it is not the best”. For another 10 years (1790 to 1799) Philadelphia was home to the US government.
In 1800, however, the government moved to a new location 100 miles to the south. And we also move on there, to Washington D.C., the US capital. Here we’ll tour the White House,theofficial residence of the US President, and have a look at the Capitol, the place where Congress meets. Not far from Washington there is another historic place, a visit to which is a must for every history lover. It is Gettysburg Battlefield, the site of the bloodiest battle of the Civil War (1861-65)between the North (Unionists) and the South (Confederates). It is on that field that Abraham Lincoln addressed a large gathering of people with a speech to be later known as the Gettysburg Address.In fewer than 300 words delivered in just over two minutes, Lincoln redefined the Civil War as a struggle not merely for the Union, but as “a new birth of freedom” that would bring true equality to all of its citizens, create a unified nation and a “government of the people, by the people, for the people” that the world had not seen. Visiting Gettysburg is a magnificent opportunity to visualize and thereby relive these remarkable events.
But the spirit of adventure so typical of America already calls us to explore the opposite coast of the United States. Since we are on a history tour it would be great to follow the historic rout of the Corps of Discovery, the expedition sent to the west by President Thomas Jefferson. In 1803the US bought large territories from France, taking in nearly the entire mid-section of North America. Jefferson commissioned the Corps of Discovery to find a water rout to the Northwest, to map the new territory and make contact with its inhabitants. The 2,000 mile journey on the Missouri River (upstream all the way) took the expedition a year and a half. A long time, indeed! So it might be wiser for us to consider another option. Why not travel in a wagon? It would remind us of the Gold Rush of 1849, when thousands of people set off to the gold fields of California, colonizing vast territories, and shifting the frontier father and father west. Can anything compare with a life of a freewheeling cowboy!? Battling against harsh weather, meeting “noble savages”, hacking a trail through the wilderness…But perhaps, the most sensible idea still would be to take a direct flight to San Francisco, the center of the California Gold Rush. In 1848 San Francisco was a small coastal settlement inhabited by only 1000 people. The Gold Rush brought there a flood of treasure seekers from all over the world, and by December 1849 its population grew to 25,000. The promise of riches was so strong that crews deserted their ships and rushed off to the gold fields, leaving behind a forest of masts in San Francisco harbour. Other major cities we’ll visit on the Pacific coast are LA with its Hollywood studios, San Jose, “the capital” of Silicon Valley, and San Diego, with its magnificent natural harbour. Here we’ll embark a northbound cruiser and sail along the coast to Seattle, the gate to Alaska and the headquarters for Boeing and Microsoft.
After the enjoyable and refreshing voyage we are ready to take a return flight to the Atlantic Coast. We’ll fly there via Chicago, America’s third largest metropolis, located on lake Michigan. This is the place where the world’s first skyscraperwas erected in 1885.DowntownChicago is also home to the world’s tallest skyscraper, the 110-floor Sears Tower. Building high-rises became possible due to the invention of William Genney, an architect from Chicago, who devised the steel-frame skeleton. Skyscrapers added a new vertical dimension to the otherwise largely flat American landscape.
The last stop in our itinerary is New York,the largest and busiest metropolis in the USA. New York is a city of immense proportions dwelling on 50 islands, so the best and quickest way to see it is by tour boat. The tour covers 35 miles of coastline and travels past major sights and attractions: the Statue of Liberty, Ellis Island, the United Nations Building, the Brooklyn Bridge, to name a few. As we pass the sights, the tour guide will disclose to us the secrets of the city. We may even be shown a Nike missile site. In the 1950’s and early 60’s, the time known as the Cold War, Nike missile sites were constructed around major US cities to protect them against Russian nuclear-armed bombers. The threat of a nuclear disaster became especially acute during the Cuban missile crisis (1962), when confrontation brought the two superpowers to the brink of war. Nowadays, however, the United States is facing different threats. From our boat tour we’ll be able to see a gap in the skyline of Manhattan. This is the place where the twin towers of the World Trade Center used to be, dominating the view from the time they were completed in 1973, until that fateful day of September 11, 2001 when two passenger aircraft under the control of terrorists crashed into them, killing nearly 3,000 people. The 3 hour excursion was so exciting that we didn’t notice our boat make a complete circle. And our journey around the United States has also come to an end.
Getting on the bus that will take us to JFK airport, we cast the last glance at New York. Good-buy, America. Hope to see you again.
Text 2 and 3
Read the texts 2 and 3 on American and British school systems and complete the table
| age | US | Britain |
| 3-4 | nursery school, day care center, kindergarten | |
| 5-11 | … school | ….school |
| 11-14/15 | … (….)high school | secondary school; take…...exams |
| 14/15-16 | …school; take… examinations | |
| 17-18 | secondary school, colleges of further education, 6th form colleges; take …,…,… exams |
Text 2
American School System
The American educational system differs considerably from that of England and Russia. Even terms that at first glance may seem identical represent quite different concepts and institutions.
Let's start at the beginning. A small child may go to a nursery school or day care center, a kindergarten (детский сад). The day care center can provide care throughout the workday, while the other institutions generally provide care for only a few hours a day. At the age of six the child starts attending elementary school, which runs from first to sixth grade. The required elementary and high school/ secondary school curriculum/a varies a good deal from state to state; the curriculum lists all subjects to be taught and the number of hours devoted to each. Despite the variations, all elementary schools teach basic reading, writing and elementary mathematics skills.
A highly talented student may enroll in a school for gifted children. If, on the other hand, he needs special assistance, he may study at a school providing special assistance programs for children with various kinds of learning deficiencies.
An educational institution such as a high school or college may be restricted to only boys or girls, or it may be coed (coeducational), accepting both. A school in which the student lives is a boarding school. And high school students are called exactly that – students. The word pupils which was formerly used for elementary school students is now rather outdated in the US.
The school may be public or private. Public schools are run by city and state Boards of Education, not by the Federal government. Public schools are free while private schools charge fees for tuition. In the United States, the ages for compulsory education vary by state, by usually start between the ages of five and eight and end at the ages of seventeen to eighteen.
After finishing elementary school a child will start junior high school (also known as middle school - the names and systems vary from state to state) in the seventh grade and continue through the eighth or ninth. From the ninth or tenth through the twelfth grade he attends high school. (And a tenth-grader will say, "I'm in the tenth grade," never"I'm in the tenth class.") Upon successful completion of twelfth grade he is awarded a high school diploma.
Both elementary and high schools are headed by a principal, and instruction is given by teachers. The students move from classroom to classroom for each class period. The English teacher has her own classroom, the history teacher another room, and the chemistry teacher usually gives instruction in the laboratory. Students are given homework, assignments to be done at home and handed in to the teacher the next day. If the student starts cutting classes, he is said to be playing hooky (прогуливает уроки). In that case even if he crams (зубрит) for his final exams he is likely not to pass but rather to fail/flunk the exam, test or quiz (контрольная работа). The verb can be used both to mean that the student has not passed the exam or that the teacher did not pass the student.
Anne failed/flunked the test. She needed 65 to pass (passing grades 65–100) but since she only got 62 the teacher failed/flunked her.
If the student answers all the questions correctly – "got everything right" – we can say that "he aced the exam" (сдал блестяще). In both high school and college, exams are written, not oral. Grades usually go from "A" to "F," corresponding to the Russian system of 5 to 0. Many exams are graded from 1 to 100 (a perfect score), and the student gets a certain number of points for each correct answer. A very good student gets excellent grades or high marks (these terms are synonymous). A four-point scale GPA (grade point average) is used to describe a student’s overall academic performance. The teacher may require a mid-term or a final exam and/or term paper, a fairly long composition usually involving library research. Report cards with the student's grades and teachers' comments are usually sent home every semester for signature by parents.
During the fall semester of twelfth grade, the student who wants to continue his education applies to several colleges and universities. The application process for admission to college can be long and hard, particularly if the student wants to attend one of the top private colleges such as Harvard or Yale. The college's admissions committee first considers the student's grades (the list of courses and grades, for both high school and college, is known as a transcript) Also very important for admission are extracurricular activities including participation in various clubs, sports activities and school athletic teams and community service. The latter might include volunteering at a soup kitchen or helping to tutor children in overcrowded schools. The applicant is asked to write essays on various subjects to show his intellectual abilities and interests and must have letters of recommendation from his teachers and other people who know him well. He must also have high scores on the SAT (Scholastic aptitude test) examinations. This is not a competitive exam for admission to a university; it consists of a series of questions in English and mathematics designed to test the student's aptitude rather than his knowledge and achievement. A personal interview may also be required. A student who has been accepted by a college is accepted by or admitted to that institution, e.g. Fred was accepted by/admitted to Harvard, but was rejected by/didn't get into Columbia.
Since the annual tuition of many private colleges is well over $15000, most senior year students also apply for scholarships, a process that can be just as intricate as the college application process. Besides, he or she can apply to a two-year community college or junior college. These institutions are much less demanding of students both in terms of admission requirements and the program of study. A student who wants to receive technical training for a field such as electronic technology or carpentry can apply to a vocational school.
Text 3
British School System
The educational system of Great Britain has developed for over many hundred years. It’s a complicated system with wide variations between one part of the country and another. Three partners are responsible for the education service: the central government – the Department of Education and Science (DES), Local Education Authorities (LEAs), and schools themselves.
The majority of schools in Britain are supported by public funds and education provided is free. They are state schools, no tuition fees are paid in any of them. 93 per cent of children go to state schools. But there are a considerable number of schools where you have to pay, and these are called public schools. Public schools (Eton, Harrow, Rugby and others) for centuries have prepared students for higher education, typically at the universities of Oxford and Cambridge, and for public service (hence, the name “public”*). These primary and secondary schools are financially self-supporting. That’s why they are also known as independent schools. Until very recently they were either all-boys or all-girls. Public schools can be normal (pupils go there every day), full boarding (pupils live there all academic year except for holidays) and mixed (some pupils go home every weekend and some stay).
In most primary and secondary state schools boys and girls are taught together. Almost all state schools are day schools holding classes between Monday and Friday. The school year normally begins in early September and continues into the following July. The year is divided into three terms. Nearly all state schools are comprehensive, which means that they take children in a given area, without selection. But pupils are grouped according to ability so that there are separate classes for the less able and the more able – A, B, or C “streams”.
Education for the under-fives, mainly from 3 to 5, is not compulsory. Children can receive education in nursery schools, childcare centres, playgroups and nursery classes within primary schools. Nursery schools are staffed with teachers and students in training. Here the babies play, lunch and sleep. The primary school usually takes children from 5 to 11. The secondary school, which is organized in a variety of ways, embraces children aged 11 to 18.
In some areas (especially where the school population is growing) children moving from the primary to the secondary stage are still selected for certain types of schools. They are grammar and secondary modern schools to which children are allowed on the basis of their Eleven Plus (11+) exams. If they pass they go to grammar school, if they fail they go to secondary modern school. Grammar schools (amounting to 164 all over England) provide a mainly academic education for the 11 to 18 age group. Secondary modern schools offer more general education with the emphasis on more practical aspects. These two types of school account for 3% and 5% of all secondary schools respectively. Academic selection remains a very controversial issue in Britain and is widely discussed both in press and in the British Parliament. Conservatives seem to champion selection and specialization, while Labour in general opposes it. It argues that selection separates children into successors and failures. Another argument is that Britain already does well by its academic high-fliers and it’s the underachievers who are the problem.
The principal examinations that all secondary school pupils sit at the age of 16 are those leading to the General Certificate of Secondary Education (GCSE). The GCSE examinations (previously called Ordinary (O)-level exams) generally mark the end of compulsory education. GCSE does not permit school-leavers to enter university, but it allows them to start work or do some vocational training. They may continue their training in the Colleges of Further Education, Colleges of Technology, Technical Colleges, Colleges of Arts and Technology, Tertiary Colleges, and, for immediate post 16 education, Sixth Form Colleges.
Students aiming for university entry stay at school for two more years. If pupils stay on, they usually take A (advanced)levels, AS (advanced supplementary) level or GNVQs (General National Vocational Qualifications). Typically they study 3 or 4 subjects to A-level. It is quite common to combine, for example, two A-levels with one AS level, or one A-level with two GNVOs. Pupils taking A levels study traditional subjects, such as French, Physics and History. AS levels are the same standards as A levels, but only half the content: AS level German pupils take the A-level German Language exam, but do not take the A-level German Literature. GNVOs are vocational qualifications in subjects such as Business, Leisure and Tourism, Art and Design. One GNVO (at advanced level) is equal to two A-levels.
While A-levels are a qualification in their own right they are in fact university entrance examinations. The greater the number of A-level passes that a student acquires, the better his chances are of entering the university of his choice. Many UK universities, however, demand not only a certain number of A-level passes, but a minimum set of grades in A-level examinations before an applicant is accepted. However, good marks alone are not enough. Universities choose their students after interviews. For all British citizens a place at a university brings with it a grant from their LEAs. The grants cover tuition fees and some of the living expenses. The amount depends on the parents' income. If the parents do not earn much money, their children will receive a full grant which will cover all their expenses.
__________________________
* Another explanation is that early in their history public schools were established by local communities for the poor people and were funded by charities (public money). Gradually many of them became very successful and turned into expensive private schools but conservative British continued to call them public.
▪ 1. Question for discussion:
1. What does the term “public schools” mean in Britain and in the US? What are the most famous public schools in Great Britain? Why are they called independent?
2. What does the word “comprehensive” imply with regard to school? What is your attitude to academic selection? Why is it a controversial issue? What schools are pupils selected for in Great Britain?
3. When do students usually cram? Is it possible to avoid cramming?
4. What do university application processes in Britain and America have in common? In what way are they different from the application procedure in Russia?
Will vs. be going to
Exercise
Fill in the blanks either with will or be going to
1. I feel really tired. I think I ______ go to bed.
2 Where are you going?
I ______ visit a customer.
3. Do you want me to help you?
No thanks. John ______ help me.
4 Would you prefer tea or coffee?
I ______ have some coffee, please.
5 Would you like to come to my house for dinner and talk about this?
Good idea. I ______ bring some wine.
6 I've already decided. I ______ buy a new car.
7 What are your plans for next week?
I ______ to fly to New York on business. Probably on Tuesday but I haven't bought my ticket yet.
8. It's 8.30! You're _______ the train!
9 Why are you wearing your best suit?
I ______ have lunch with my biggest customer.
10 Do you want to have the chicken or the beef?
I think ______ have the beef.
11. The sky is very black. It _____ snow.
12 We need some more ink for the printer.
I ______ go to the shop and get some.
13 Look! There's smoke coming out of the photocopier.
You turn it off and I ______ phone the safety officer
14. I crashed the company car. My boss ________(not) very happy!
15. I need to speak to you today.
I'm going out now but I ______ be back later.
Modal Verbs
| PRESENT | PAST | FUTURE | ||
| can – мочь (умение, способность) (разрешение) | + - ? | he can read=he is able to read (редко) he cannot (can’t) read can he read? Joe can stay up till 10. | he could read (вообще) he could not (couldn’t) read (вообще и в конкретном случае) could he read? (вообще) was he able to read the word?=managed to/succeeded in (в конкретном случае) с глаголами чувственного восприятия (see, hear, taste, etc.) для выражения конкретной возможности часто используется could I could see him in the park. When I was 10 I could watch TV all day long (обычно). | will be able to |
| may –мочь(возможность, разрешение) | + - ? | he may read he may not read may he read? | might (в косвенной речи) He said I might (might not/mightn’t) take his car was/were allowed to (разрешение в конкретном случае) I wasn’t allowed to stay up late last night. Were you allowed to see her yesterday? | will be allowed to |
| must - быть должным, нужно (обязанность, долг) | + - ? | he must read (I insist on it) I have to (Am.)/’ve got to (Br.) (таковы обстоятельства) he must not (must’t) read (запрет) he need not (needn’t) (=doesn’t need to) read (нет не-обходимости) must he read? (not common)=does he have to read | he had to read (в косвенной речи возможно must) he didn’t have to read he didn’t need to read - ему не пришлось(не нужно было) читать Did he have to read? | will have to |
| should ought to –следует (моральный долг, совет) | + - ? | he should read he ought to read he should not (shouldn’t) read he ought not (oughtn’t) to read should he read? ought he to read? | – | – |
Notes:
1.Глаголы must, can’t/couldn’t, , should/ought to, may, might, could могут употребляться в значении предположения (глаголы приведены в порядке уменьшения степени уверенности говорящего в верности предположения):
+++++He must be looking for you.
Должно быть, он ищет тебя.
– – – – – He can’t/couldn’t be looking for you.
Не может быть, чтобы он искал тебя.
++++He should/ought to be looking for you.
Вероятно, он тебя ищет.
+++It may be raining tomorrow
Вполне возможно, завтра пойдет дождь.
++It might be raining tomorrow.
Возможно, завтра пойдет дождь.
+ It could be raining tomorrow.
Может быть, завтра и пойдет дождь(но вряд ли)
2. Глагол might может употребляться в значении упрека:
e.g. You might pay more attention to your studies.
Ты мог бы уделять больше внимания учебе
3. Глагол to be в сочетании с инфинитивом показывает необходимость совершить действие по договоренности или по плану (часто в инструкциях, распоряжениях) :
e.g. All visitors entering the hospital are to wear masks. Все посещающие больных должны надевать марлевые повязки.
be to + infinitive в условных придаточных (if-clauses) может означать планируемое действие с оттенком долженствования (=to be supposed to):
e.g. If humans are to survive as a species, we must address certain environmental issues now.
Если люди хотят (намерены) выжить, они должны срочно решить некоторые экологические проблемы.
If water from the polluted rivers is to be used for drinking, the water must have extensive treatment to make it safe.
Если в качестве источника питьевой воды предполагается использовать загрязненные реки, вода будет безопасна для употребления лишь пройдя глубокую очистку.
4. Глаголы may, might, can, could используются а) для того, чтобы попросить разрешения что-либо сделать:
e.g. May/can/could I use your phone?
I wonder if I might take this book? – very tentative (очень осторожно)
Ответом на такой вопрос может быть:
Yes, you can/may (never could/might). You sure/certainly can/may. – formal
(Yes,) sure. (You’re) welcome. (Sure,) go ahead. Help yourself (talking about food). – informal
No, you may/must not. – emphatic
I’m afraid, you can’t/may not. I’d rather you (do smth else).
Sorry,+ reason (Sorry, we are closing). – polite, neutral
б) для выражения просьбы:
Perhaps, you can/could/may help me with that bag? ≈ Will you help me with this bag?
c) для выражения предложения:
Сan/could/may I help you? ≈ Shall I help you?
5. Конструкции “one + modal verb” следует переводить на русский язык следующим образом:
One can (may) do – Можно сделать
One must (should, ought to) do – Надо (следует) сделать
One can’t (mustn’t) do – Нельзя сделать
One shouldn’t, oughtn’t to) do– Не следует делать
One needn’t do – Не нужно делать (Нет необходимости делать)
Exercises
I. Complete the sentences using can or could where possible. If can or could is not possible, use to be able to:
1. When Robby was younger he ____ run quite fast.
2. Look! You ___ see the mountain from the window.
3. Kate ____ dance really well when she was a young girl.
4. How long have you ___ play the guitar?
5. Look! I ___ lift this chair with one hand!
6. I’m sorry, but I won’t ____ come to the party on Saturday.
7. We ____ put out the fire before much damage was done.
8. My daughter ____ walk when she was only 11 months old.
9. I ____ finish all the work you wanted me to do yesterday.
10. “____(you) speak French before you went to live in Paris?” “I ___ (not) speak it very well.
11. They were talking very loudly. I _____ hear everything they said.
II. Put the following into the Past and Future Tenses:
1. She can read a great deal during her holidays.
2. As for me I can cover only half the distance.
3. We cannot keep in mind everything.
4. I must be true to my word.
5. I must make up my mind at once.
6. He may stay with us for a month.
7. She may not decide this question alone.
III. (1) Mrs. Woods isn’t very well. The doctor is speaking to her. Complete what the doctor says using must and the verbs drink, take, stay, continue. Use each verb only once.
Doctor: Well, Mrs. Woods, your temperature is a little high, so you ____ in bed for the next few days. You can eat whatever you like, but you ____ plenty of liquids. You ___ take the medicine I prescribed three times a day after meals. And you ____ to take it for the next ten days.
(2) Now Mrs. Woods is explaining the doctor’s instructions to her husband. Complete what Mrs. Woods says using have to and the verbs drink, take, stay, continue. Use each verb only once.
Mrs. Woods: The doctor gave me some medicine. I ___ take it three times a day after meals. And I ____ to take it for the next ten days. I am not allowed to get up at the moment. I ____ in bed for the next few days. Oh, and I’m allowed to eat whatever you like, but I ____ plenty of liquids.
IV. Complete the sentences using must or a form of have to. Sometimes two answers are possible.
1. I couldn’t go to the party last night because I _____ babysit for my sister.
2. You ____ get a visa to visit the US.
3. Annie ____ do her homework tomorrow.
4. There’s nothing I dislike more than _____ take medicine every day.
5. It’s getting very late. We ___ go now.
6. I _____ stay up late yesterday because I was to finish my essay.
7. Mr. Mason ____ wear glasses since he was a child.
8. I don’t like _____ work at weekends.
V. Choose the correct form.
1. You mustn’t/don’t have to open the door before the train stops. You could fall out.
2. You mustn’t/don’t have to hurry. We’ve got plenty of time.
3. You mustn’t/don’t have to make any noise going into the house. It’s very late and everybody is asleep.
4. You mustn’t/needn’t tell Nick about the party. I’ve already told him.
5. You mustn’t/don’t need to phone the station about the time of the trains. I’ve got the timetable.
6. I mustn’t/don’t have to go now. I can stay a bit longer if you want me to.
VI. Make the sentences interrogative:
1. You can depend on him.
2. They will be able to exchange their ideas.
3. She may take off her coat.
4. He should speak more distinctly.
5. I must make another effort.
6. They have to live in a tiny room.
7. She has to do several things simultaneously.
8. He had to control the temperature carefully.
9. We are to try a simpler method now.
10. They were to develop a new programme.
11. I ought to have a look at it.
VII. Make the sentences negative:
1. Flowers can grow without water.
2. I will be able to offer him another book.
3. You may use a rough copy.
4. She was allowed to break a local tradition.
5. We must follow these rules.
6. You ought to spend much time at the computer.
7. Parents should beat children when they misbehave.
8. She’ll be able to do without his help.
9. You may be late for the first class.
10. We can allow this behavior to continue.
VIII. Make up dialogues using the following models:
Model 1. – Could/Can/May/ I have a look at your magazine?
– Yes, sure. (for other positive answers see Notes: 4.)
Model 2. – Do you think/I wonder if I could/might take the car?
– Perhaps, not now. I promised to take Jane to her dancing lesson at 3. (for other negative answers see Notes: 4.)
These words may help you: come in, leave you for a moment, try this on, borrow/use your …, sit here, take a picture of …, close the window, smoke in this room, have another cup of tea/some more potatoes, , park my car here, pat your dog
IX. Complete the sentences using could or was/were allowed to. Sometimes either form is possible.
1. I ____ see him for a few moments yesterday.
2. Until the 19th century, people ____ travel freely between most countries without a passport.
3. Andrew _____ leave the school yesterday because he wasn’t feeling well.
4. Her son has to wear a uniform in his new school, but in his old school he ____ wear whatever he liked.
5. Sue’s children ____ watch the film on TV last night.
6. Tourists _____ take pictures in the museum until 2 years ago. Now it’s forbidden.
7. When a child I _____ stay up till as late as 11.30.
8. The cigarette manufacturer ____ raise its output to a total of 17600 million pieces this year.
9. Journalists (briefly) _____ view the prisoners last night.
10. The plane took off and 5 minutes later they _____ see it disappear into the clouds.
X. Complete the sentences using the modal verbs must, mustn’t, can, can’t, needn’t. Sometimes two answers are possible.
1. You can go now. You _____ wait any longer.
2. You must move your car. You _______ park here.
3. You mustn’t leave the door unlock. You ______ lock it.
4. You can smoke only in the canteen. You _____ smoke in this room.
5. We needn’t do the washing up now. We _____ do it tomorrow.
6. You can’t keep on using my tennis shoes. You ____ buy your own ones.
7. We can stay a bit longer. We _____ go now.
8. You mustn’t make a noise. You _____ be quiet.
9. You can keep those magazines. You ______ give them back to me.
XI. Complete the advice using should or ought to; find the advice for the problems.
| problems | advice |
| 1. I’ve lost my credit card. | You ׀ relax more. |
| 2. I’m afraid, I work too hard. | Perhaps you ׀ see a doctor. |
| 3. I can’t remember new English words. | You ׀ buy a new alarm clock |
| 4. I’m bored with my job. | I think you ׀ sell it. |
| 5. I’ve got a terrible headache. | Perhaps you ׀ look for another job. |
| 6. I was very rude to my parents. | You ׀ report it to the credit car company immediately. |
| 7. I haven’t been feeling well lately. | Perhaps you ׀ take some aspirin. |
| 8. I always oversleep and is late for classes. | I think you ׀ use them as often as you can. |
| 9. My car keeps on breaking down. | Don’t you think you ׀ apologize to them? |
XII. Complete the sentences using the correct form of the verb to be + infinitive and the verbs in the box. Translate the sentences into Russian.
| arrive marry go not open not park have not be late clean up be taken |
1. She can go out tonight, but she _____ back.
2. What are you doing with your birthday presents? You ______ them until your birthday.
3. I______ my room before I'm allowed to go out.
4. I _____ to work yesterday, but I couldn’t because I was ill in bed.
5. You ____ your car here at any time.
6. This medicine ______three times daily after meals.
7. We _____ in Manchester at 6 o’clock this morning, but our plane was delayed.
8. Peter ____ a one hour lunch break, but he sometimes takes a bit longer.
9. Newspapers say that Sheila _______ lord Stanhope at the local registry office next Friday.
XIII. Translate the sentences into Russian, paying special attention to the translation of “if + to be to + infinitive”.
1. If we are to survive global warming, large-scale deforestation must be avoided.
2. If he is to get into the first team, he must improve his diet and spend more time training.
3. If they are to get there by nightfall, they must set off immediately.
4. If you are to arrive on time you can’t wait for the others to join you.
5. If this substance is to be used in the laboratory it must be safe for humans.
6. If you are to enroll in an advanced course you first have to take a required preliminary course.
Travelling
Audio 1
Grand Canyon
Before listening:
- How can humans pose a danger to natural sights?
- You are going to hear a ranger talking about the negative effects of tourism on the GC. Guess which of the following environmental problems he will talk about, then listen and see if you were right.
- litter
- fires
- danger to animals
- erosion of paths
- noise
- traffic
- vandalism
After listening:
- How many people visit the GC each year?
- What two problems can pollution cause in the canyon?
- Which two months does the ranger say are particularly hot and dry?
- What are two ways in which visitors start fires?
- Why should visitors not feed the animals?
- What is noise produced by?
- What are the most visited attractions in your country natural or man-made? Are they being damaged by tourism? Is anything being done to preserve them?
Audio 2
Choosing a holiday
Before listening:
- Where do you go on holidays?
- How comes up with the ideas about where to go?
- How do you agree on location?
- Listen to a family discussing what type of holiday to have. And put down the places they mention.
After listening:
- What do you know about the places mentioned?
- What kind of holidays and vocation destinations are popular in this country?
- Where would you go on holiday? Why?
- (for Internet class) In small groups search the Internet to find out about the places from the conversation:
- Who are they most/least attractive to? Why?
- What is particularly appealing to you?
- How much can the journey there cost?
Your group represents a small travel agency specializing in sending people to the attraction. Make up an advertisement for it and present it to the class. See how many clients (classmates) you will persuade to go.
Video 1
The seven wonders (VIDEO)
Before you watch:
- The report is called “The Seven Wonders of Britain” but what exactly is a “wonder”?
- What features must something have in order to be called “a wonder”?
- What are the fist things you think of when you think of Britain?
Part II (Parliament)
While watching:
- Correct the factual mistakes. Mind that two sentences are correct and one is not in the video.
1) The British Parliament has one chamber, the House of Commons.
2) The House of Commons has six hundred and fifty one elected members.
3) Debates are limited in length to one hour.
4) The debates are always conducted quietly.
5) In 1609 there were several attempts to plow the Houses of Parliament.
6) This attempt is known as the Gunpowder Plot.
7) It is celebrated every year on November 15th.
8) The British Parliament is located in London.
- Other than the Speaker (“Order, order!”), do you see any women in the assembly?
Part III (The milkman)
Before you watch:
- Connect the numbers to the right information. Mind that four numbers are not in the video.
| hour when the typical milkman gets up | |
| number of houses the typical milkman delivers milk to daily | |
| 1930s | percentage of British people who think having milk delivered is a great tradition |
| percentage of British people who buy milk from a milkman | |
| 1920s | number of pints of milk delivered each year in billions |
| when mass production of milk bottlers started | |
| 4.45 | |
| number of times on average a milk bottle is washed and reused |
Now watch and check your answers.
After you watch:
- Apart from the mail is there anything in your country delivered to the door? Do you know about any other countries?
- What foods in your country have a scene of tradition attached to them?
Part IV (Cricket)
Before you watch:
- Brainstorm everything you know about cricket.
While watching:
- Match the sentences to the pictures:
1) One team bowls.
2) The other team bats.
3) The team who are batting try to hit the ball as far as possible.
4) The other team try to hit the wicket …
5) … or catch the ball to get the batsman out.
- Eliminate 8 extra words:
The first known professional cricket rules and regulations were written in about 1744 and the British sport’s governing body, the Marylebone Cricket Club, popularly known as the MCC, was formed in London in 1787.
Part VI (The weather)
Before you watch:
- What’s your country’s reputation regarding the weather? How does it compare with Britain’s reputation?
- Look at these statements about the British weather. Write true or false.
- People in Br
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