Academic English for Part-Time Bachelors

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Министерство науки и высшего образования Российской Федерации Южно-Уральский государственный университет Кафедра иностранных языков

Ш143.21-9 Ж346

Л.Л. Жаринова, Г.Ф. Бороненко

ACADEMIC ENGLISH FOR PART-TIME BACHELORS Учебное пособие Под редакцией Т.Ю. Передриенко

Челябинск Издательский центр ЮУрГУ 2021

ББК Ш143.21-923.2 Ж346

Одобрено учебно-методической комиссией института лингвистики и международных коммуникаций Рецензенты: к.п.н. М.Г. Федотова, к.ф.н. Л.Г. Брюховская

Ж346

Жаринова, Л.Л. Academic English for Part-Time Bachelors: учебное пособие / Л.Л. Жаринова, Г.Ф. Бороненко, под ред. Т.Ю. Передриенко. – Челябинск: Издательский центр ЮУрГУ, 2021. – 58 с. Учебное пособие предназначено для аудиторной работы со студентами 1 курса бакалавриата заочной формы обучения всех специальностей. Целью пособия является развитие умений устной речи и навыков чтения в области академического английского языка, систематизация и коррекция знаний, умений, навыков, сформированных на предыдущей ступени обучения. Модульная организация пособия позволяет поэтапно формировать перцептивные и продуктивные навыки речевой деятельности. Тематика модулей: «Изобретатели и их изобретения», «Современные устройства», «Высшее образование в России, Великобритании и США». Структура каждого модуля построена по следующей схеме: активный словарь, тексты для чтения с заданиями, комплекс лексико-грамматических упражнений, задания для развития навыков устной и письменной речи. В приложении представлен грамматический материал. Пособие может использоваться как для практической работы в аудитории под руководством преподавателя, так и для самостоятельной работы учащихся. ББК Ш143.21-923.2

© Издательский центр ЮУрГУ, 2021

CONTENTS Unit 1. INVENTORS AND THEIR INVENTIONS ………………………….. 4 Unit 2. MODERN GADGETS ……………………………………………….. 17 Unit 3. HIGHER EDUCATION IN RUSSIA, GREAT BRITAIN AND THE USA………………………………….. 32 APPENDIX …………………………………………………………………… 48 REFERENCES …………………………………………………….................. 58

Unit 1. INVENTORS AND THEIR INVENTIONS Lead-in 1. Work in pairs. Discuss the following sayings. What do they mean?  Nature is the source of all true knowledge. She has her own logic, her own laws; she has no effect without cause nor invention without necessity. (Leonardo da Vinci)  As we enjoy great advantages from the inventions of others, we should be glad of an opportunity to serve others by any invention of ours, and this we should do freely and generously. (Benjamin Franklin)  Our most valuable resources - creativity, communication, invention, and reinvention – are, in fact, unlimited. (David Grinspoon)  What we must understand is that the industries, processes, and inventions created by modern science can be used to either subjugate or liberate. The choice is up to us. (Henry A. Wallace) 2. Study the active vocabulary of the lesson. 1. to accelerate, acceleration 2. to achieve, achievement 3. to create, creator 4. to design, designer 5. to discover, discovery 6. to develop, development 7. to improve, improvement 8. to innovate, innovation 9. to introduce, introduction 10. to invent, inventor 11. to produce, production 12. to succeed, successful 13. to use, user

- ускорять, ускорение - достигать, достижение - создавать, создатель - проектировать, проектирование - открывать, открытие - развивать, развитие - улучшать, улучшение - обновлять, новшество - внедрять, внедрение - изобретать, изобретатель - производство, производить - добиться успеха, успешный - использовать, пользователь

Vocabulary Practice 3. Match the words with their definitions. 1. introduce 2. successful 3. acceleration 4. create 5. achieve 6. 7. 8. 9.

discover invent improve production

a. reach or attain by effort, skill, or courage b. find (something or someone) unexpectedly or in the course of a search c. insert or bring into something d. make or become better e. the action of making or manufacturing from components or raw materials f. increase in the rate or speed of something g. accomplishing an aim or purpose h. bring (something) into existence i. create or design (something that has not existed before)

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4. Complete the text below with the words in the box in the right form. accelerate, design, successful, create, production, achievement, discover, development, improvement, invent, invention, use, user, introduce, innovation Did you know …? The Finnish company Nokia _invented _ text messaging in the XX-th century. They wanted to help Finnish teenagers, who were very shy. They found it easier to text their friends than to phone them. The first bikini was ___________ by two Frenchmen. It was named after Bikini Atoll, the island where the atomic bomb was first tested. The Frenchmen thought that the bikini would have a similar effect on men as a bomb exploding. Light bulbs are ____________ specially to last only a certain number of hours. It would be possible to make light bulbs that lasted forever, but then the manufacturers wouldn’t make so much money. Although Alexander Fleming ____________ penicillin, he didn’t know how to make it into a medicine. Ten years later Australian scientist Howard Florey made it into a medicine. In the 17-th century people ___________ spiders as a cure for toothache. People made a special paste of them and then put on the bad tooth. In 1476, William Caxton ____________ the printing press in England. He established his press in Westminster. That’s how the dialect of this part of England established itself as the official British dialect that would become known as Standard English much later. The mass ____________ of books is arguably one of the best things that happened to humanity. It __________ the speed of technological ____________ and was one of the factors that led to the industrial revolution in the 19th century. The invention of printing helped develop every aspect of human experience. Behind the ____________ of the internal combustion engine is a group of people, not just a single inventor. The first successful internal combustion engine was created in 1859 by the engineer Étienne Lenoir. In 1876, Nikolaus Otto invented the first modern internal combustion engine. In the years to follow, many ____________ have been made. The work and experiments of Nikola Tesla, Benjamin Franklin, Thomas Edison, and Alessandro Volta gave the world the electric battery, the light bulb, and consequently everything that runs on electricity nowadays. Inventing the power to channel electricity is one of the greatest ___________ of humanity and one of the fundamental things that changed the world. Starting its venture as an online bookstore, Amazon has come a long way. It is now in the digital __________ industry and has proven its power to the world with various popular products; one of them is the Kindle E-Reader. A key feature in the e-reader is the built-in wireless internet that allows ____________ to access millions of books available online. The idea of the filmless camera started in 1961 for use during space exploration to mark astronauts’ positions based on images of planets and stars that they could capture while 5

travelling through space. The first ____________ model to hit the market was the Dycam Model 1, more commonly known as the Logitech Fotoman in 1990. 5. Match the names of the inventors in the box with their inventions. Alexander Bell – Isaac Newton – John Pemberton – G. Marconi – Henry Ford – W. Röntgen – Alexander Fleming – Otto Hahn – Alfred Nobel – Laszlo Bíró – K. Brandenburg – Karl Benz – The Chinese – The Wright brothers – G. Daimler – Copernicus – Charles Babbage – Charles Goodyear – Thomas Edison – Johaness Gutenberg – Levi Strauss – John Baird – Hamilton Smith __________ __________ __________ __________ __________

invented dynamite in 1862 in Sweden. invented the 1st practical electric light bulb. invented the 1st TV in 1926 in the USA. invented the 1st ballpoint pen. invented the 1st practical telephone in 1876. The telephone transmitted the voice electrically. __________ built the 1st powered and piloted plane. __________ designed the 1st car. __________ invented the petrol-powered automobile. __________ invented the high-speed petrol engine. __________ made the 1st blue jeans. __________ created the 1st MP3 technology. __________ is called the father of computer. He invented the first mechanical computer.

__________ __________ __________ __________

is the author of the atom bomb. invented the printing machine. invented the paper. discovered X-rays.

__________ discovered penicillin in 1928. __________ made the first Coca-Cola in 1886.

The first rotary washing machine was patented by _________. The first radio was invented by _________. __________ discovered the law of gravitation. __________ is the inventor of the vulcanized rubber. __________ discovered that the planets revolve around the Sun that is motionless in the centre of the solar system.

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6. Re-order the words below to make sentences about the discoveries and inventions that happened by accident.

Isaac Newton sitting / in / Newton / , / yard / When / his / he / apple / noticed / from / an / a tree / was / fall. he / When / wondering / the / why / apple / down / fell / discovered /, / he / gravity / was.

Christopher Columbus Christopher Columbus / When / west / Asia / he / , / America / discovered / was / suddenly / to / sailing.

Harry Coover During / Harry Coover / World / attempting / to / clear plastic / for / super / gun sights / , / War / make / II / glue / when / he / was / invented / by accident.

Joseph John Thomson Joseph / electric discharges / at / suddenly / laboratory / his / Thomson / when / he / studying / discovered / the / was / John / electron.

Ninth-century Chinese alchemists Ninth-century / trying / find / by / suddenly / mixing / recipe / Chinese / saltpeter / , / sulfur / , / and / charcoal / gunpowder / a / for / alchemists / immortality / they / to / invented / were.

Alexander Fleming In / discovered / Scottish / Sir Alexander / was / 1928 / , / scientist / Staphylococcus / is / bacteria / causes / food poisoning / which / suddenly / that / Fleming / he / when / Penicillin / studying / the.

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Alfred Nobel Swedish / was / silica / when / scientist / he / Alfred Nobel / with / mistake / nitroglycerin / invented / the mixing / dynamite / by.

Listening Resource: https://telcuk.com/listening-about-modern-inventions-intermediate-level/ (3 min) 7. a) You are going to listen to a part of a radio program about modern inventions that in fact have been around for thousands of years. Complete the table below: Invention 1. toothpaste 2. 3. football 4. 5. umbrella

Where was it first used?

When was it first used? about 3000 years ago

Ancient Greece, Korea

b) Fill in the gaps. 1. Ancient Greeks made toothpaste from _________ bones and _________ shells. 2. Hannibal put _________ snakes into ______and threw them onto an enemy’s ship. 3. In the 18th century, one way American Indians were killed was using ___________ blankets, given to them by __________ who were colonizing America. 4. Football seems to have developed by _________ in different parts of the world. 5. Both Ancient Greece and Korea had _________ and controlled fires under the floors to keep the buildings _________. c) Answer the questions. 1. How did ancient Greeks use biological weapons? 2. What was the first example of central heating in England? Which purpose did it serve? 3. Who had umbrellas in ancient times? What were they used for?

Reading 8. a) Read the text Old Inventions and answer the questions below. A. Music Cassette Music cassettes which inside have a ribbon of magnetic tape were mostly used in cars up until the mid-1990s, and before that in the 1980’s with Walkmans and at home. You could buy them with music on them, or buy ones and record your own music onto them. These have been replaced by MP3s and CDs. B. Black and white TV Early TVs could not show colour, and it was not until 1954 that the first colour TVs were introduced. They were very expensive, so most people really did not have colour TVs until the 1970s. We now have large LCD TVs which are much larger and have a clearer picture.

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C. Floppy Disk The floppy disk was a way of storing and moving computer data. They were very unreliable and could not hold much data. These days they have been replaced with USB sticks and DVDs.

D. Telegraph and Morse code This technology was developed in about 1837 and was used from the 1850s for at least one hundred years. This technology has been replaced by email and the internet, and before that by the FAX machine.

E. Film camera The film camera was also developed in the 1830s, from ideas that had been around for hundreds of years before. These days we use digital cameras and smart phones to take pictures, but some people still think film looks better and use film cameras today. F. Sony Walkman In the 1980s many people had a Walkman. You could listen to a store bought cassette on it or make your own cassette ‘mix’ from the radio or from another cassette. These days we use MP3 players or smart phones. 30 years ago people were very excited when they could first walk along and listen to their favourite music.

G. VHS cassette Similar to Music cassettes in how they worked, but much bigger, VHS cassettes were used for watching movies on your TV with a VHS player called a VCR. There were many rental shops to rent movies, or you could record your favourite TV shows from the TV. These days DVD players have replaced them.

H. Typewriter Typewriters were invented in the 1830s and were used up until the 1980s, when they were replaced by computers. Many journalists and writers used them, but they are not as convenient as computers.

I. Vinyl record Dating from around 1890 Vinyl records have tiny grooves and a needle on the record player reads the music. Vinyl records are still used today. Many DJs and music lovers still prefer their sound to a CD or a MP3. Vinyl records come in three common sizes and have three possible speeds. b) Answer the questions. 1. Which four items were invented in the 1800s? 2. Which two items use a Magnetic ribbon tape? 3. Which two items are still popular today? 4. Which item was very unreliable? 9

5. Which two items are used together? 6. Which item was mostly used in cars? 7. On which item could you write a book? 8. Which item has the longest history? 9. Which item helped people to walk and listen to their favorite music at the same time? 10. What item comes in three possible sizes? 9. a) Read the text about inventions and choose the title. 1. Inventions throughout time. 2. Inventions that changed the modern world. 3. Life back and now. Just a few hundred years ago, life was far different than it is today. When people wanted to travel or communicate, they had to go on foot or horseback. A journey of just a few miles by this method could be a long, arduous process. Whatever people owned — from clothing to tools — had to be made by hand. Work was manual, laborious, and often tedious. Illness was a constant threat; diseases rapidly spread through unsanitary conditions and were difficult to treat with the rudimentary medicines available. Life has been transformed over the years through the efforts of the men and women who had the brilliance, diligence, and creativity to come up with new and better ways of doing things. Alexander Graham Bell’s fascination with the idea of sending sound down a wire from the speaker to the listener gave birth to the telephone, which ultimately led to the cell phone, fax machine, modem, and a communication system that now links the entire globe. These inventions, like many others, have clearly improved life by keeping people healthier, helping them to communicate and work more efficiently, and allowing them to travel farther. Xrays allowed doctors to look inside the human body to treat disease and injury. The electric light illuminated the darkness so people could work at night. Braille made it possible for blind people to read. Other inventions were controversial because of their potential for destruction. Edward Teller, father of the hydrogen bomb, was described by one scientist as being one of the “most thoughtful statesmen of science.” However, another scientist referred to Teller as “a danger to all that’s important,” and claimed that the world would have been better off without him. Even the most groundbreaking and world-changing inventions were not always recognized as such when they were introduced to the public. When Rutherford B. Hayes saw a demonstration of Alexander Graham Bell’s telephone in 1876, the president’s response was less than enthusiastic. “That’s an amazing invention, but who would ever want to use one of them?” he scoffed. Sometimes it was the inventor’s own necessity that gave birth to invention. The old saying, “Necessity is the mother of invention,” couldn’t be more true. b) Are these statements True or False? Correct the false ones. 1. Alexander Graham Bell invented Braille. 2. X-rays enabled doctors to operate inside the human body. 10

3. When first demonstrated to the public, Alexander Graham Bell’s telephone was highly praised. 4. Some inventions can be destructive. c) Answer the following questions according to the text. 1. Explain the adage: “Necessity is the mother of invention”. 2. Why did some inventions create controversy? 3. How does the author describe the men and women who changed our lives? 4. What was Rutherford B. Hayes reaction to Bell’s invention? 5. How was the Father of the H-bomb regarded by scientists of his time? 6. What kind of people come up with new world-changing ideas and inventions? 10. a) Read the text How Does Technology Impact Student Learning? and match the headings (a-e) with the appropriate paragraphs (1–5). a. b. c. d. e.

Technology can expand classroom boundaries Technology can encourage self-paced learning Technology affords better access to resources Technology can promote innovative teaching techniques Technology can improve student engagement

Technology is everywhere - entwined in almost every part of our culture. It affects how we live, work, play, and most importantly, learn. Technology is an effective teaching tool which educators should make the most of inside and outside the classroom. (1) ____________________________________ With an Internet connection, we have access to information at our fingertips 24 hours a day. We can find almost anything online, in its most up-to-date version. For students, this means access to everything from research materials and educational apps to interactive edutainment and open resources from prestigious universities around the world. Students can also supplement their learning by connecting with online groups and virtual communities in real time, or by collaborating on group projects with tools such as wikis and cloud-based apps. And instructors can provide access to course material and additional resources by setting up portals through learning management systems or providing access to coursespecific software for each learner. Blended learning - a mixture of classroom technology and face-to-face learning - is a popular way of organizing this. (2) _______________________________________ Education technology can make learning more interactive and collaborative - and this can help students better engage with course material. Rather than memorizing facts, they learn by doing. This could be as simple as taking an interactive quiz in class or participating in techenabled group discussions or as involved as playing educational games, practicing science experiments in a virtual lab or taking a virtual field trip.

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(3) ______________________________________ Thanks to technology, the classroom no longer has walls. The learning environment no longer has boundaries. Students in a classroom in a rural area, for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, email questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. (4) _____________________________________ With online assignments, students can advance at their own pace. Students can access resources online whenever they need to, and instructors can see which students might need extra help. The exercise of self-paced learning also helps students learn digital literacy and 21st century skills, which will be useful when they enter the workforce. (5) _____________________________________ Technology changes the way we access information, but also how we’re taught that information. From accessing course materials online to watching video-recorded lectures, technology opens up the possibility for teaching innovation: from collaborative group work to flipped and hybrid classrooms. YouTube videos and social media don’t have to be a distraction; they can be part of your course material. b) Answer the questions. 1. What are the advantages of new education technology? 2. What resources does the Internet provide? 3. Which apps are best for classroom learning? 4. How does technology open up the possibility for teaching innovation? 5. What do you know about blended learning, flipped and hybrid classrooms?

Speaking 11. Work in groups. Make a list of 10 most important inventions that changed our life. (e. g. wheel, paper, electric lightbulb, printing press, microscope, radio, telephone, penicillin, computer, the Internet, etc.) 12. Discuss and choose three inventions from the list you think were the most significant ones for the humanity. Think of the arguments. 13. You will complete a Power Point on one of the two topics listed below and present it to the class. a) Your favourite inventor. • The name of the inventor. • Information about the inventor’s life (birthplace, birth date, etc.) • What was/ were the invention(s). • What was the purpose of the invention(s). • How the inventions benefited/ changed society. • Why they are your favourite inventor(s). • Pictures of the inventor and the invention(s).

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b) Your favourite invention. • What the invention is. • The purpose of the invention. • How the invention benefited/ changed society. • Why this is your favourite invention. • Who was the inventor. • Information about the inventor’s life (birthplace, birth date, etc.) • Pictures of the inventor and the invention.

Grammar: Modals Can, Could, Be Able To, May, Might 14. Read and translate the sentences. Define the meanings of the modals. 1. "Can I have a cup of tea, Miss?" she said. "Oh no," the waitress answered, "we're not open yet". 2. Could you give us a consultation tomorrow? 3. Can she be waiting for us still? 4. "May I see the manager, Miss?" - "No, you can't, he is out". 5. She might have been right after all. 6. You may not enter my room. 7. Could he have made such a mistake? 8. He can't be reading these papers. 9. I can't carry this heavy box. You might help me. 15. Complete the sentences with can, could or be able to in the correct form. Define the meanings of the modals. 1. When I was at your age, I ___could___ party all night. 2. John is a strong man, he _____ lift a horse! 3. You _____ help your friend but did not do that. 4. I'm sorry but you _____ park here. Parking here is not allowed. 5. He said that he _____ see a UFO in the sky. 6. I ______ help you if you want. What should I do? 7. I used to _____ stand on my head but I _____ do that anymore. 8. My neighbour Nina ______ sing but she sings every day. It's horrible. 9. I _____ run much faster and longer just thirty years ago. 10. She _____ see you from there. Come closer. 11. Michael _____ find his dog and asked me to help him. 12. You will _____ walk properly after the surgery. 13. Sorry, I _____ hear you. 14. Ask Catherine about your problem. She might ______ help you. 15. James _____ cook very well, he is a chef in an Italian restaurant! 16. You lived in England. You must _____ speak English like a native speaker. 17. My mother told me that my uncle _____ dance like a professional when he was younger. 18. When I was a child I used to _____ touch my toes, but I can't now. 19. I can't understand Martin. I have never _____ understand him. 16. Fill in the blanks with may or might. 1. __May__ I borrow your pen for a second? 2. Take some money, you ______ spend it as you want. 3. Sarah told her son that he ______ stay at home. 4. You ______ not play in the school library. 5. I thought you ______ have known my parents. 6. Maria told him it _____ rain. 13

7. In our school kids ______ not use their mobile phones at the classrooms. 8. I supposed you _____ have agreed to meet my parents. 9. _____ I ask you to do me a favour? 10. She _____ have known my sister. 11. The rule says that we _____ use help from the audience once in a round. 12. Ladies and gentlemen! _____ I have your attention, please? 13. I was just wondering if I _____ go to the party tonight. 17. Choose the correct variant of the modals in brackets. 1. He _____ (can’t/ couldn’t) open the window as it was stuck. 2. _____ (May/ Could) you give me the recipe for this cake? 3. I hardly ever see Jane, she _____ (may/ might) have moved to Africa. 4. Take an umbrella. It _____ (may/ can) rain. 5. Lara _____ (can/ might) get a play station for her birthday. 6. When they were rich they were _____ (able to/ could) travel abroad every month. 7. I _____ (may not/ can’t) watch this film. It’s too boring. 8. _____ (Could/ Might) you, please, pass me the mustard? 9. We _____ (can’t/ couldn’t) sleep last night because of the storm. 10. I _____ (can’t/ can) speak Italian very well because I didn’t learn it at school. 11. If you train more you _____ (could/ will be able to) run faster. 12. Visitors of our hotel _____ (may/ can) use the car park. 13. Dogs _____ (may/ aren’t able to) get inside. 14. I’m not sure but Bob _____ (could/ is able to) be in England now. 15. I _____ (may/ can) speak Chinese quite well now because I have had many years of studies. 16. I _____ (can/ could) have bought that bike but I didn't have enough money. 17. I hope you ______ (could/ will be able to) visit and see the new version of our website. 18. I'm sure Sveta ______ (can/ could) explain everything but nobody asked her. 19. I (can/ may) ______ be able to visit you today if I have time. 20. (Could/ May) ______ you play the piano when you were a child? 18. Make the sentences negative and interrogative. Model: My brother can cook very well. - My brother can’t cook very well. Can my brother cook very well? 1. 2. 3. 4. 5. 6. 7. 8.

Jack could read 60 words per minute when he was 7. Nikita was able to do the test without any mistakes. Her grandmother is bilingual: she can speak both English and Spanish. Sveta will be able to see you tomorrow in the afternoon. If you have done your homework, you may go for a walk. Already as a child, Mozart could play the piano beautifully. The people were able to escape the fire. They are safe now. She may do this next week. It won't be a problem.

19. Choose the most appropriate answer to express possibility that is NOT very strong. 1. He ______ be able to help you. a) may b) must c) should d) will 2. She ______ have to sell her car and other belongings to pay her debts. a) will b) will probably c) might d) would 3. How did you do in the test? - Ok. It _____ worse! a) could be b) could have been c) might be d) would have been 14

4. Where is Anna? – I don't know. She ______ be at the swimming pool or in the park. a) could b) should c) must d) has to 5. It ______ be as easy as you think. a) can't b) couldn't c) might not d) must not 6. Don't ring the doorbell when you get there. Maria's little baby ______ sleeping. a) must be b) should be c) may be d) may not be 7. How did the robbers get in? – We don't know yet. The old woman _____ to lock the door. a) might forget b) could forget c) might have forgotten d) must have forgotten 8. I called her but there was no answer. She _____ left for New York already. a) may have b) must have c) should have d) has probably 9. When can I see him? _____ come back before six today? a) May he b) Might he c) Would he d) Is he likely to 10. I wonder who wrote that letter. _____ Jim have written it? a) May b) Might c) Could d) Is it possible that 11. He said that he _____ go to Italy in June or July. a) can b) should c) might d) would 12. Tom's teacher says that he _____ play the violin pretty well in half a year. a) can b) could c) will be able to d) will have to 13. He _____ broken the classroom window. He wasn’t even in school today. a) couldn’t have b) mustn’t c) shouldn’t have d) can’t 14. I’m so hungry I _____ eat a horse! a) can b) could c) must d) should 15. I'm sure that Nina _____ explain everything when she returns. a) can b) could c) will be able to d) will have to 16. What do you want to do? - Well, we _____ have a picnic, but it looks like rain. a) can b) could c) should d) would 17. Why didn’t you tell me? I _____ you! a) could help b) could have helped c) was able to help d) would help 20. Choose the best modal for each sentence. 1. Sara _______ Italian food and she _______ French food too! A. can cook/ is able to cook B. can cooks/ can cooks C. can cooking/ can cooking 2. _______ dogs fly? - No, of course not! A. May B. Do can C. Can 3. Why did you stay at home yesterday? You________ to the theatre with your friends. A. had to go B. may go C. could have gone 4. ________ I borrow your dictionary? A. Might B. Am I able to C. May 5. Peter ______ swim when he was a child, but now he _______. In fact, he swims every day! A. couldn't/ can B. could/ can't C. couldn't/ can't 6. Kevin was disappointed because he ________ get tickets for the football game. A. wasn't able to B. weren't able to 7. When Vera was young, she _________ type quickly. She took a typing class and now she ________ type very quickly! A. could not/ can B. can/ could C. could not/ can to 8. The little girl asked, "Mommy, _____ I have a cookie?" The mother said, "Yes, you _____." A. can/ are able to B. may/ might C. can/ can 15

9. We haven’t seen Myrtle today. – She ________ to visit her mother. A. might have gone B. can go C. should have gone 10. What make of car are you going to buy? - I don’t know yet, I ________ a BMW. A. might buy B. might have bought C. should buy 11. She ________ understand Korean very well, but she ________ speak it perfectly. A. is able to/ cannot B. be able to/ cannot C. is able to/ is able to 12. I'm going to bring an umbrella today because it _________ rain. A. can B. might C. is able to 13. My cat _______ jump, but it _________ talk. A. can't/ can B. can/ can't 14. The family can't decide where to go on vacation. They _______ go to Los Angeles or they ________ go to Hawaii. A. might/ may B. could/ couldn't C. may/ are able to 21. Complete the sentences with the correct modal verb in italics: 1. Both students and staff shall/ might/ can use the swimming pool. 2. We have nothing to do. Shall/ May/ Can we go and see a film? 3. It should/ might/ has to be wise to buy a new car, but I am not sure about it! 4. These bags are so heavy! – Could/ Should/ Do I help you carry them? 5. Shall/ May/ Would you come to my party on Sunday? 6. I have a car. I should/ shall/ can take Daisy to the station. 7. I like the performance. Should/ Can’t/ Mustn’t we stay a little longer? 8. I wonder if you may/ are able to/ could look after my dog when I’m away? 9. We couldn’t/ can’t/ can hear very well. Do you think you will/ could/ shall speak up? 10. She didn’t call me yesterday. - Don’t worry! She should/ would/ might have forgotten. 11. Where is my wallet? –You may/ might/ would have left it in the car. 12. George is absent from class today. He is able to/ can/ could be sick. 22. Translate the following sentences into English using the proper modals. 1. Я надеюсь, что скоро она сможет навестить нас. 2. Ты можешь делать все, что хочешь. 3. На уроке нельзя разговаривать. 4. Мой старший брат, может быть, пойдет в университет после школы. 5. Могу ли я взять эту книгу? Нельзя. 6. Он смог решить эту проблему. 7. Я умею считать до 50 на испанском. 8. Мы, может быть, поедем за город в воскресенье.

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Unit 2. MODERN GADGETS Lead-in 1. Work in pairs. Discuss the following sayings. What do they mean?  Gadgets - our houses are filled with them: ones we need, ones we think we need, and others that were a good idea at the time, but have never made it out of their boxes. (Sheherazade Goldsmith)  There are times when I have to take, I call it a 'silence bath,' where I shut off all of the external gadgets. I go walk around, talk to people and just live life for a while. (Patton Oswalt)  We always want more. Whether it is better clothes, a bigger house, faster cars, or the latest gadgets, satisfaction in these days of consumerism is difficult to find. (Tulsi Tanti)  I love technology, and I love new gadgets. I can no longer figure out how to use any of them, but I love them. (Jerry Zucker)  We use our gadgets for distraction and entertainment. We use them to avoid work while giving the impression that we're actually working hard. (Meghan Daum) 2. Study the active vocabulary of the lesson. 1. application 2. database 3. data capture 4. data protection act 5. digital 6. e - commerce 7. gadget 8. loyalty card 9. microprocessor 10. online booking 11. personal data 12. surf the internet 13. virtual

- приложение - база данных - сбор данных - акт о защите данных - цифровой - электронная коммерция - приспособление - карта лояльности - микропроцессор - бронирование онлайн - персональные данные - сидеть в интернете - виртуальный

Vocabulary Practice 3. Match the words with their translation. 1. 2. 3. 4. 5. 6. 7. 8. 9.

personal data digital online booking data protection act surf the internet data capture application e - commerce gadget

a. b. c. d. e. f. g. h. i.

электронная коммерция приспособление приложение цифровой персональные данные бронирование онлайн акт о защите данных сбор данных сидеть в интернете

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4. Match the words and phrases with their definitions. 1. data protection act 2. gadget 3. loyalty card 4. personal data 5. microprocessor 6. e-commerce 7. smartphone 8. data capture 9. virtual 10. Smart TV 11. database

a. a piece of electronic equipment inside a computer that makes it work b. information about an individual person c. multi-purpose computing device that enables running various software alongside regular phone operations d. buying and selling things online e. television set with Internet that allows users to stream music and videos, browse the internet, and view photos f. collecting information, e.g. about spending habits, for later use g. existing in cyberspace but not real h. a law protecting the personal information of citizens i. a collection of records and files j. a card that gives customers points to spend in a shop k. a small mechanical device or tool, especially an ingenious or novel one.

5. Read the texts and choose the correct words or phrases in the statements below. At home Machines like washing machines, dishwashers and microwave ovens are controlled by microprocessors. When we buy a new kitchen gadget, we buy another microprocessor. Loyalty cards and data capture Many shops issue loyalty cards – or points cards. Customers receive points when they buy something. When the shop assistant swipes your card, the computer identifies your unique card number – and adds information about your purchase to its database. This is called database capture. The database stores information about your spending habits. Free time Did you know that most of the things you do in your free time depend on information and communication technology? Without it, you could not watch digital TV, play computer games, listen to music on MP3 players or surf the internet. Online booking Tickets for flights, train journeys and package holidays are often cheaper online. You can make an online booking from your home. 1. Most machines that we have at home have a microprocessor/ microwave inside. 2. Each point on a loyalty card usually has a value of 1 pound/ 1 pence. 18

3. 4. 5. 6.

The computer/ shop assistant at the shop adds information about you to the database. Shop databases keep information about what you do in your spare time/ buy. Digital TVs depend on the Internet/ information and communication technology. Online tickets usually cost more/ less than tickets from a traditional shop.

6. Match the gadgets (1-10) with their uses (a-j) 1. discman 2. DVD player 3. games console 4. laptop 5. CD burner 6. mobile 7. palmtop (also PDA) 8. remote control 9. scanner 10. MP3 player

a. b. c. d. e. f. g. h. i. j.

playing electronic games listening to music changing TV channel putting pictures onto a computer watching films downloading and listening to music chatting working away from your desk keeping addresses and phone numbers recording music CDs and CD-ROMs

7. Fill in the blanks with the correct electrical appliances and vocabulary related according to the description. • oven/ microwave oven • toaster • computer/ laptop • coffee-making machine • video games console • vending machine • printer • hair staightener • fridge • cell phone • radio/ stereo system • laptop • electric kettle • digital camera • washing machine • flashlight • can opener • fan • iron • mixer • blender • dish washing machine 1. 2. 3. 4.

I wash my pants on the ____________________ every week. My brother heats his food in the ________________ in the morning. Jessica straightens her hair with her new ______________________. People put perishable foods in the ____________ because this appliance keeps food cold. 5. I have to change the batteries of my _________________ because I can’t see in the dark. 6. Every day I put two slices of bread in my ________________ and then, I eat them with coffee. 7. My ______________________ is very useful to open big cans of beans. 8. I always receive messages in my ____________________. Later, I use it to call my boyfriend. 9. You watch movies and play computer games on it. It's a _____________________. 10. It cleans your dirty dishes. It's a _______________________. 11. You boil water in it. It's an _________________________. 12. You can prepare a banana milkshake with it. It’s a __________________. 13. I can’t drink coffee now because my father turned off the ________________________. 14. I press my clothes with the _______________. I hate wrinkles. 19

15. Mr. Jones made a delicious cake with the _________________ yesterday. 16. All my neighbors can listen to the music in my house because the volume of the ______________ is too high. 17. When I was at the university, I liked to buy candies and bottles of coke from the __________________. 18. My son is a big fan of Nintendo Wii. He can’t live without his _____________________. 19. Linda took about 2000 pictures of her trip to Canada with her new __________________. 20. It’s too hot in here! Please, turn on the _________________! 21. I like ________________ computers. They are small and you can use them everywhere. 22. I need to buy ink for the _________________.

Listening 8. a) Listen to the radio programme. (See the script on p. 50) https://drive.google.com/file/d/1Y5Yld2l82eZwz807SBDeZ5gOuzsyXRC0/view?usp=sharing

In what order do you hear about the items? Write in the boxes the names of the gadgets below.

b) Listen again. Choose the correct answer. 1) How much does the phone cost? a) £50 b) £500 c) £5,000 2) What is the toaster made from? a) glass b) plastic c) cardboard 3) Why are Chariot Skates better than ordinary skates? a) their wheels are big b) you can ride them anywhere c) they are made from plastic 4) Where do you put the hand warmers? a) in your skates b) in your pockets c) in your gloves c) Answer the questions. 1. What is the make of the watch phone, Samsung, LG Electronics or Sanyo? 2. Why will you never burn your toast again with this toaster? 3. Where is the Chariot Skates’ inventor from? 4. When will these skates be in the shops? 5. What is the perfect use for the hand warmer, according to Kenneth? 6. How long can the hand warmer keep warm?

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Watching video 9. a) Watch the video “Do you think technology has changed how you entertain yourself?” https://www.youtube.com/watch?v=F0Ypz9TDMTE and complete the gaps with the necessary information. Stephanie – watches ____________, __________; she doesn’t _____________. People don’t go to the cinema unless ___________________________. Caroline – downloads a lot of ______________ and talks to friends on _________________. Chris – spends a lot of time on ________________. People don’t watch as __________________; people are more ___________________. Claire – spends a lot of time _______________; she __________, __________, ___________. Dean – entertains himself with ________________________. Jo – uses the _________________. There are a lot of _____________ to ____________. She can ___________ TV. She can choose what to _________ on _______ when she wants. Jodie – prefers a nice ________________. Julia – thinks technology hasn’t _______________ us because we are_________________. Mark – It’s much easier to be ________________ with people. Nowadays, thanks to technology we can find out what is _________ more ___________. Matt – doesn’t have a _____________ because he can’t ____________ one. Mossan – thinks technology causes more ______________; he believes people could do more ________________ things instead of sitting in front of a ________________. Philip – Now there is more to ________ in the ______________. He uses ______________, _______________, ______________ in his free time. b) Answer these questions about yourself. 1. Have you changed the way you spend your free time due to the use of technology? 2. What kind of technology do you use in your free time? 3. Is there any device you use more than others? If so, why does that happen? 4. Do you think the things people used to do in their free time in the past were healthier than what we do today? Why (not)?

Reading 10. a) Read the text Pros and Cons of Modern Gadgets and do the tasks after it. Modern gadgets have modified the world where no one is interested to go back to the days where no washing machine and no cell phones were present. In recent modern world, young people (1) _____________________ like DVDs, laptops, iPods, camcorders, iPhones or smart phones. However, youngsters do face certain disadvantages related to social, health and other perspectives along with getting entertainment through these modern gadgets. Some of the major pros and cons of modern gadgets are described here to highlight the outcomes of early exposure of these gadgets on modern kids and youth. Pros of Modern Gadgets o Improving Learning Potentials Latest gadgets are playing a vital role (2) _________________________ For instance, tablets permit individuals to play application concerning science and technology, which did not 21

take place earlier with remarkable graphics, sounds and videos. Modern gadgets also assist youngsters (3) _______________________ or any other educational activity. o Enhancing Life Style Modern gadgets such as mobile and smart phones have provided opportunity to kids and youngsters to communicate effectively with their friends and family and hence facilitate the younger generation (4) ______________________ For instance, with the Bluetooth technology, young individuals are capable to share their events and memories with their loved ones through personal computers, television and cell phones. Cons of Modern Gadgets o

Increased Predictabilities of Health Issues

With the early exposure of mobile and smart phone to the modern kids and young people, (5) _________________________ in the form of cancer and brain tumor due to greater exposure of radiation through extensive use of these gadgets. Moreover, high decibel tunes on iPods, headphones, and loud music coming from TV sound systems (6) _________________________ and loss of hearing issues within kids and youth at very early ages. With greater early exposure of modern gadgets, young people are also experiencing health concerns such as diabetes, obesity, heart attacks, infertility and hypertension. o

Increased Technological Dependence

There is also growing trends that if young individuals are incapable to afford latest gadgets, they are unaware of social activities of their friends. With the early exposure of modern gadgets in the lives of the young generation, (7) ______________________ in which they like to waste most of their time with their gadgets rather than communicating with their family and friends and conducting physical activities. It also negatively restructures lives of these young people in terms of (8) _____________________ as well as towards aesthetic inclination of individuals and world. It is concluded that the early exposure of modern gadgets simply redefines the lives of people where by using gadgets they are not only entertaining themselves through making calls, taking pictures, sharing information and communicating globally. (9) _________________________ with the greater usage of these modern gadgets in the educational environment. On the other hand, modern kids and youngsters with the greater exposure of modern gadgets are experiencing major health and social problems. b) Find the places in the text where the following phrases should go. a. they are growing up in the artificial world b. they experience greater predictabilities of health concerns c. to search information for their term paper writing d. in enhancing the learning capabilities of kids and young generation. e. to live better and convenient life. f. They are also enhancing their educational capabilities and skills g. feel incomplete without the usage of latest gadgets h. making appointments, their language usage i. increase noise pollution and cause headaches

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c) Work in small groups. Do you agree with the ideas in the text? Give your opinion using the following phrases: I think that … In my opinion … I believe that … As I see it … d) Ask for the opinions of the other members of your group using the following phrases: What do you think about …? What’s your opinion about …? What is your point of view on the problem? 11. a) Read the text and summarize its main ideas. Life Has Become a Slave of Modern Gadgets Robin S. Sharma, the famous author and motivational speaker says, “Cell phones, mobile email, and all the other cool and slick gadgets can cause massive losses in our creative output and overall productivity.” Modern life-style and man's increasing dependence on technology have literally affected his mental and physical faculties and capabilities adversely. Not only intelligence, the effect of technology and gadgets is visible on all aspects of his life. Machines, gadgets, vehicles, smart-phones, laptops, mp3 players, man cannot live for a second without technology. As a consequence, he has become physically, mentally, socially, spiritually, emotionally weak! The present signs of his decadence do not augur well! If he fails to check his dependence on technology and gadgets, he may become utterly incapable of surviving any longer on this planet. The ever increasing indexes of patients in the hospitals of the world are a red-signal for man. He must learn to use technology wisely and appropriately. After all excess of everything is always bad! He must use these gadgets as he uses other things for example, stove, shoes, water-tap, house, car, pen, bed, etc. He uses them only when they are required. However, his overuse of some of the gadgets such as smart phone, computer, TV, etc. are killing his time. They don’t let him use his other faculties. He must wean himself off these gadgets before it is too late! He must use gadgets wisely. He must not be over dependent on them. Though they have become an integral part of man’s existence, yet he must use his faculties optimally. He must give due exercise to his body, mind and soul. Otherwise, the dependence on gadgets will render him weak physically, mentally, emotionally, and spiritually. b) Work in pairs. Discuss the consequences of the overuse of electronic gadgets. 12. Read the text Technophobia and say whether the statements are true or false. 1. 2. 3. 4. 5. 6.

A technophobe is someone who is not fond of technology. Technophobes have existed since the last century. Today we are living in a world full of technology. Technophobia is expressed by a strong physical reaction. Technophobes seldom suffer feelings of anxiety and insecurity. Technophobes are usually older people. 23

Technophobia – What? Technophobe is someone who does not like, trust, or want to use technology, especially computers. (Macmillan English Dictionary) Technophobia is not a new term and technophobes have existed since the Industrial Revolution and probably for a lot longer in some shape or form. Today we are living in the Age of Technology. Things that once deemed Science Fiction are becoming a reality. We either accept these changes and move with the times or resist and become technophobes. Technophobia – Why? The reality is much simpler than saying that technophobes fear technological advance. Technophobes are anxious because the environment in which they live and work is changing. Most phobias are expressed by a strong physical reaction. Technophobes usually experience milder symptoms. They suffer feelings of self-doubt and anxiety. They often feel insecure and obsolete. Some worry that they will lose their job because they cannot keep up with the times. In more extreme cases, technophobes convince themselves that technology will take over the world or that humans will be controlled by computers and robots. At other times they are afraid that if they press the wrong button on their keyboard, the computer will explode. Technophobia – Who? In most cases technophobes belong to older generations who were not brought up playing computer games and mobile phones. They have never sent a text message or heard of an iPod. Not only do they not possess a DVD, they still have not worked out how to use their VHS. These examples seem to validate the old saying: “You can’t teach a dog old tricks”. 13. a) Read the newspaper article Text Messaging Turns 20 and do the tasks below. One of the information age’s biggest successes has celebrated its 20th birthday. The very first, simple, text message was sent on December 3rd, 19992. It was sent by software engineer Neil Papworth to his boss at the British mobile phone operator Vodafone. It read simply, “Merry Christmas.” Little did they know that their humble mode of communication would take the world by storm. SMS (Short Message Service) is today a multi-billion-dollar industry covering every corner of the globe. An estimated nine trillion text messages are sent globally each year. Everyone from presidents to schoolchildren to villagers in remote parts of developing countries relies on it to communicate. SMS is now an integral part of daily life for most of us. It is the favourite method of communication between family members. One study showed that average American teenager sends up to 60 texts a day. However, SMS has been blamed for a decline in language ability and increase in traffic accidents. A new sub-language has spread worldwide as texters find shortcuts to write their messages as quickly as possible using the fewest possible characters. Texting shorthand such as LOL (laughing out loud) and OMG (oh my god) has even entered the Oxford English Dictionary.

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b) Match the words and word combinations with their definitions. 1. age 2. humble 3. to take something by storm 4. to rely on 5. to spread 6. shortcut 7. shorthand

a. a quicker and more direct way of going somewhere / doing something b. a particular period in history c. a fast method of writing using special signs or short forms d. not proud or not believing you are as important as other people e. to depend on something in order to continue to exist f. to involve or affect more and more people g. to be very successful in a particular place

c) Work in pairs. Answer the questions. 1. How often do you send text messages? Why? 2. In what ways is SMS better than emails, chats, Facebook, etc.? 3. Have you ever sent a text message by mistake? 4. Are there any bad things about SMS? What’s the most useful thing about it? 5. When texting, do you use shortcuts and emoticons? 6. Is sending 60 text messages a day OK? 14. a) Read the text The Future of Reading. Electronic Books and do the tasks below. Electronic books, or e-books, provide a new, cool, environmentally friendly, and inexpensive way to read. Differing from their paper cousins only in the binding, e-books are stored and used as computer files rather than as ink on paper. One arena that sees the leap to e-book use is the classroom. Students take their handheld ebook readers to the electronic bookstore, load their texts, carry the lot in their backpack, and not notice the extra weight of a dozen full-length texts. E-books can be purchased directly on the Internet from hundreds of publishers or retail ebookstores. In either case, pay with your credit or debit card, then download it directly as with a free book, or wait for it to arrive as an e-mail attachment, a disk or a CD. E-books can be viewed on a computer screen or using a book reader. About the size of a large trade paperback, these handheld e-book readers have high-resolution, easy-to-read screens, and a computer or telephone connector to obtain files. Better yet, they have enough memory to store many book files at once. Few conventional bookstores carry e-books yet, but it's a simple matter for a savvy person to find them. The best bet is an Internet search engine, directory, or specialty information centre. There, locate e-books by author, subject, genre, ISBN, or title. The online versions of some giant bookstore chains also have searchable e-book sections. E-publishers and many of their authors have web pages. These have further information, plot summaries, reviews, pictures, and other good stuff. They usually provide several chapters to read free so you can try-before-you-buy, just as in a paper bookstore. If you read a book and like it, you could always write a review and send it to the author. Maybe it'll get published on the net with your name and web site attached.

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A few big-name authors such as Stephen King, Anne Rice, Frederic Forsyth, Diana Gabledon, and Colleen McCullough, as well as some large paper houses like Simon and Schuster have already put a toe in the e-book waters, and the field gets more crowded all the time. If you love paper books to death and just can't imagine reading any other way, don't panic. So far, e-books are an alternative to the traditional ones. They haven't replaced them ... yet. However, you don't have to be much of a prophet to note that since distributing books electronically is easier, faster, cheaper, and offers greater variety, we should soon see a lot more of them. Some promise to make the experience better than paper with multimedia readers. Others produce audio versions where the author reads it to you. The majority of electronic publishers screen their books carefully, insist on professional editing, and publish only the best. If you read an excerpt first and buy only from reputable publishers, you won't often be disappointed. b) Match the antonyms. 1. 2. 3. 4. 5. 6.

inexpensive retail many download big-name majority

a. b. c. d. e. f.

minority upload wholesale expensive few nobody

c) Work in pairs. Answer the questions about the text. 1. 2. 3. 4. 5.

What’s the difference between traditional books and e-books? Where can we buy e-books? What are the advantages of e-books comparatively to printed books? Explain the meaning of the expression “put a toe in the e-book waters”. Is it possible to read some chapters of an e-book before you buy it? Quote from the text.

Speaking 15. In pairs, discuss the following: How much time do you spend doing these things each week? Is it a waste of time? 1. texting messages on your mobile 5. watching satellite TV channels 2. playing computer games 6. answering e-mails 3. shopping on the internet 7. surfing the net 4. chatting online 8. playing games on your mobile 16. In pairs, discuss the questions. 1. Do you own a computer? How long have you had it? 2. How much time do you spend on your computer every day? 3. Are your parents computer literate (able to use computers well)? 4. What kind of mobile phone do you have? 5. Do you use any of your phone’s special features? (E.g. Bluetooth, etc.) 6. How much is your phone bill every month? 7. Do you have a camcorder? 8. Which gadgets do you find essential?

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Group work 17. Choose one of the electronic devices and make a short advertisement for it.

Project work 18. You are going to find out about a new type of electronic item that is now in the shops and report to the class about it. Activity A • Get information about new products 1. Look in a catalogue or a shop or at advertisements and choose a very new electrical or electronic item, e.g. a washing machine, an iron, a phone, a camera, a computer, a music system. 2. Make a list of questions to ask about the item. For example, you will need to know:  what it can do  how it compares with other models  how to use it  how much it costs  possible future developments (will there be something better in the shops next month?) Activity B • Research and make notes 1. Get answers to your questions by talking to a shop assistant and by reading about the item that you have chosen. Write notes. 2. If you have access to the Internet, try to find a review of the item. Find the best price for it too. 3. Find a picture of the item.

Activity C • Write a report for the class 1. First, plan your report. Decide what will interest the other learners. Choose about four main headings. Then decide what you will include under each heading. 2. Write the report, using information from your notes. Include a picture. 3. Finally, check your report.

Grammar: Modals Must, Have To, Should, Be To, Need 19. Read and translate the sentences. Define the meanings of the modals. 1. You are to stay in bed until you are allowed to get up. 2. In this museum you may see many interesting things. 3. I felt that I had to take a walk. 4. "Must we go there tomorrow?" "John must, but you needn't." 5. You must not speak to me like that. 6. Then they must want me for something else. 7. It's a shame, and we ought to prevent it. 8. You should have been here last night. 9. They were to go to Spain for the honeymoon. 10. He is to have met me. Why hasn't he come? 11. I shall have to take the pupils to the museum. 12. Did you have to walk all the way home? 13. I did not have to walk, I could take a taxi. 14. As you were to be there at five sharp, you had to take a taxi, didn't you? 15. "Have you got to do all the work yourself?" - "No, I haven't." 16. "Shall I shut the door, ma'am?" — "Yes, you'd better." 17. Don't be afraid, you shall not be punished. 18. How dare you ask me about it? 19. You needn't be in such a fright. 20. 27

I suppose I needn't have come? 21. He did not need to be told twice as he did what was needed at once. 20. Put the correct form of Must or Have To. Define the meanings of the modals. 1. Hurry up! We ___must___ leave in five minutes. 2. If you skip the classes again, I will _____ talk to your parents. 3. Soldiers _____ follow the orders. 4. You _____ write on the table. You have a notebook for this. 5. We _____ wait for Sandy, we can’t go without her. 6. Oh, you _____ be Jane! Andrew told me about you. 7. When I was a student, I _____ work part time to pay for my education. 8. You _____ smoke in the restaurant. Smoking is prohibited here. 9. Where is my wallet? I _____have forgotten it in my car! 10. No way! You _____ be kidding me! 11. The house looks a hundred years old. It _____ have been built long ago. 12. You _____ sign every page. Just sign the first one. 13. The kids _____ be having exams soon. They study really hard. 14. You _____ text while driving. It’s illegal in our state. 15. You _____ help me. You owe me nothing. 16. We _____ be at the airport by seven. 17. You _____ call me “mister Johns”. Please call me Sam. 18. Yesterday Harry _____ run, because he was afraid to be late. 19. I am reading “The Flowers for Algernon”, you _____ have read this book in the school. 20. Stop! You are crossing the border! You _____ step beyond this sign! 21. Put the verb in brackets into the correct form. Fill in the blanks with Should or Shouldn’t. Translate the sentences. 1. You ___should___ (to help) your parents. 2. Henry _____ (to be) at work now. He has a day off. 3. Where is my parcel? It _____ (to be delivered) by now. 4. Bobby, why are you here? _____ you (to be) in the school now? 5. I think we _____ (to hurry) up, we are running late. 6. My delivery _____(to be) here in an hour. 7. You are late, you _____ (to arrive) yesterday. 8. I don’t know what that symbol means. Ask professor Johns, he _____ (to know). 9. _____ you (to be) with the other kids now? What are you doing here? 10. You lost our dog! You _____ (to watch) it more carefully! 11. You _____ (to see) her face. 12. I _____ (to leave) my wallet on the table. Someone stole it. 13. I regret that we broke the window. We _____ (to do) it. 14. Oh, the lid is hot! You _____ (to warn) me! 22. Make the sentences negative and interrogative. Model: You must read in bed. - You mustn’t read in bed. - Must you read in bed? 1. You can cross the road when the lights are red. 2. You should open the window. It is cold outside. 3. It is already late. She must go outside. 4. He should dress so formal if he goes to a picnic. 5. You must keep books at home so long. 6. You can park here. 7. Students may shout at the lessons. 28

8. Teachers may be late for school. 9. Parents must obey their children. 23. Put the words and phrases in the correct order and answer them. Model: your brother/ play/ table tennis/ can? – Yes, he… Can your brother play table tennis? – Yes, he can. 1. 2. 3. 4. 5. 6. 7. 8. 9.

your cousin/ can/ ride a horse? – No, he… may/ go to/ I / the cinema? – Yes, you… late/ may/ come home/ she? – No, she… learn this poem/ must/ she/ by heart? – Yes, she… books/ how many/ they/ must/ read? – Only two. wear/ smart clothes/ for the party/ should/ they? – Yes, they… salt/ how much/ should/ put in the dish/ I ? – Just a little. the student/ mobile/ phones/ use/ can/ at the exams? – No, they… children/ come to school / in time/ must? – Yes, they…

24. Complete the sentences with the correct modal verb in italics: 1. You couldn’t/ mustn’t/ shouldn’t eat so many hamburgers. They're not good for you. 2. You can’t have/ don’t have to/ mustn’t study at the weekends, except when you have exams. 3. You may not/ might not/ needn’t worry. Everything will be OK. 4. You don’t have to/ might not/ mustn’t use your mobile phone in class. 5. Diana looks happy. She can/ can have/ must have heard some good news. 6. I can’t/ may not/ might not have left my mobile phone at school on Friday afternoon – I had it on Friday night. 7. It can/ could/ couldn’t rain tomorrow. 8. I can/ can’t/ might go out tonight. I'm too busy. 9. I haven't studied enough. I may/ may not/ might pass my exams. 10. They say it must/ need/ might snow tomorrow. 11. She can/ might not/ won’t be able to help us. She's not available. 12. Can/ May/ Might you come to my party? 13. We should run or we can/ might/ have to miss the bus. 25. Choose the best modal for each sentence. 1. The film starts at 10 o’clock and you _____ late, because you have our tickets. A. can’t be B. mustn’t be C. don`t need to be 2. I _____ a meal last night because we went out and the food was uneaten. A. needn’t have cooked B. didn’t have to cook C. mustn’t cook 3. You baked a lot of cakes. I think you _____ us. A. must have been expecting B. have to be expecting C. must expect 4. Something _____ to him. He promised to be here two hours ago. A. must happen B. must have happened C. had to happen 5. They _____ be hungry. They haven’t eaten since morning. A. must B. have to C. had to 6. I called you yesterday, but you didn’t answer. You _____. A. had to sleep B. must be sleeping C. must have been sleeping 7. Don`t panic! We _____ miss our plane, we have plenty of time. A. mustn’t B. can’t C. don`t have to 8. Where is she now? – She _____ her final exam. A. has to take B. must be taking C. must have been taking 29

9. You _____ the washing because I knew they had already washed everything. A. mustn’t do B. didn’t need to do C. needn’t have done 10. Your handwriting _____ clear otherwise it is not possible to read your papers. A. must be B. can be C. must have 11. The alarm clock went off and I _____. A. must get up B. must have got up C. had to get up 12. He thought he had lost the key and he kicked the door down. He _____ it because the key was in his pocket. A. mustn’t do B. didn’t need to do C. needn’t have done 13. Someone is calling. It _____ Ann, she’s having a lecture now. A. mustn’t be B. can’t be C. doesn’t have to be 14. We had enough foreign currency left, so I _____ any more. A. mustn’t buy B. didn’t need to buy C. needn’t have bought 15. We _____ late for the train or we’ll miss the meeting. A. mustn’t be B. can’t be C. mustn’t have been 16. I enjoy parties unless I _____ make speeches. A. don’t have B. should C. have to 17. Bill has just left the Army. He _____ wear a uniform. A. doesn’t need to B. mustn’t C. oughtn’t to 18. The doctor says that I _____ get out of bed. A. mustn’t B. don’t have to C. need not to 19. There is nobody in. They _____ shopping. A. might have gone B. must have gone C. ought to have done 20. You _____ be very careful not to upset him. A. can B. must C. need to 21. The students ______ to study harder, they take the exams in a month. A. can B. should C. may 26. Discuss the differences in meaning, if any, in the following groups of sentences. Translate the sentences into Russian. 1. a) May I use your phone? b) Can I use your phone? с) Could I use your phone? 2. a) You should take an intensive English course. b) You ought to take an intensive English course. с) You must take an intensive English course. d) You need to take an intensive English course. е) You are to take an intensive English course. 3. a) You should see a doctor about that cut on your arm. b) You have to see a doctor about that cut on your arm. с) You have got to see a doctor about that cut on your arm. 4. a) You must not use that door. It is forbidden. b) You cannot use that door. It is painted. с) You may not use that door until I allow it. d) You don't have to use that door. 5. There is a knock at the door. I think it's Mike. a) It may not be Mike. b) It couldn't be Mike. с) It can't be Mike. 6. Where's Jack? a) He might have gone home. b) He must have gone home. с) Не had to go home. 7. a) Each student should have a health certificate. b) Each student is to have a health certificate. с) Each student must have a health certificate. 8. a) If you have a problem, you could talk to Mr. Anderson. b) If you have a problem, you should talk to Mr. Anderson. 9. a) You should have asked Tom. b) You ought to have asked Tom. с) You are to have asked Tom. 10. a) He may leave the room. b) He may have left the room. с) Не might have left the room, I think. d) He might have left the room. Why didn't he? 11. a) He must come in time. b) He must have come in time. 30

27. Complete the sentences using the proper tense and voice forms of the infinitives. Account for your choice and translate the sentences into Russian. 1. It is a surprise because she cannot (to follow) us all this time. 2. The thought that he lost touch with the audience may (to be) the cause of his failure as a speaker. 3. For all I know, she may (to wait) for hours. 4. They shall (to report) your behaviour to the dean. 5. You ought (to tell) the truth yesterday. 6. He ought never (to marry) a woman eighteen years younger than himself. 7. As you got a good job, you should (to help) your family with your salary since then. 8. You shall never (to see) me again! 28. Translate the following sentences into English using the proper modals and the necessary tense and voice forms of the infinitives. Mind that variants are possible. Define the differences in their meanings. 1. Не может быть, что это правда. 2. Я думаю, что он сможет (ему позволят) пойти с нами. 3. Вечеринка была замечательная. Вам следовало прийти. 4. Тебе следовало навестить своего больного друга, но ты не навестил. 5. Я вынужден был сделать это. 6. Я не знаю, почему мы спешили. Нам не нужно было спешить. 7. Не может быть, чтобы он переводил эту статью сейчас. 8. Ольге нужно уделить больше внимания занятиям по английскому языку. 9. Я не уверен, но возможно он неправ. 10. Ему разрешили взять машину своего отца в прошлую пятницу. 11. Тебе следует навестить своего больного друга.

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Unit 3. HIGHER EDUCATION IN RUSSIA, GREAT BRITAIN AND THE USA Lead-in 1. In pairs, discuss the following statements.  Higher education in Russia is very prestigious.  It is easy to enter and study in Russian universities.  Education is the means of a successful career. 2. Study the active vocabulary of the lesson. 1. admission standards 2. an academic degree 3. an application 4. an education institution 5. an educational system 6. a curriculum 7. applied research 8. branches of sciences 9. higher education 10. humanities 11. natural sciences 12. part-time students 13. postgraduate education 14. professional training 15. provide with the opportunity 16. qualifying degree 17. sandwich course 18. scholarship 19. scientific research 20. thesis defence 21. to award a degree 22. to choose a major 23. tuition fee

– условия приема – ученая степень – заявление (о приеме в вуз) – образовательное учреждение – система образования – учебный план – прикладное исследование – области наук – высшее образование – гуманитарные науки – естественные науки – студенты–вечерники – обучение в аспирантуре – профессиональное обучение – представлять возможность – квалификационная степень – курс обучения, чередующий теорию с практикой – стипендия – научное исследование – защита диссертации – выдавать диплом – выбрать специализацию – плата за обучение

Vocabulary Practice 3. Match the English phrases with their translation. 1. a curriculum 2. scientific research 3. to choose a major 4. an application 5. humanities 6. scholarship 7. part-time students 8. branches of sciences 9. provide with the opportunity 10. an academic degree 11. postgraduate education

a. b. c. d. e. f. g. h. i. j. k. 32

заявление гуманитарные науки области наук представлять возможность ученая степень учебный план выбрать специализацию обучение в аспирантуре стипендия студенты–вечерники научное исследование

4. Match the English phrases with their definitions. 1. natural sciences 2. scholarship 3. qualifying degree 4. tuition fee 5. to choose a major 6. humanities 7. postgraduate education 8. an application

a. learning or literature concerned with human culture, especially literature, history, art, music, and philosophy. b. a sum of money charged for teaching or instruction by a school, college, or university. c. a formal request to an authority for something. d. a branch of science that deals with the physical world, e.g., physics, chemistry, geology, and biology. e. relating to a course of study undertaken after completing a first degree. f. a grant or payment made to support a student's education, awarded on the basis of academic or other achievement. g. an academic rank conferred by a college or university after examination or after completion of a course of study h. specialize in a particular subject at a college or university.

5. Fill in the correct word from the list: standards, tuition, to award, natural, training, qualifying, system, education, higher, thesis, applied 1. _______________education 2. _______________degree 3. admission ______________ 4. ________________defence 5. an _____________institution 6. ______________sciences 7. an educational ____________ 8. ________________fee 9. ________________research 10. professional ______________ 11. ________________a degree

Reading 6. a) Read Text 1 and match the headings (a-g) with the appropriate paragraphs (1-7). Text 1. The system of higher education in Russia a) b) c) d) e) f) g)

Levels of Higher Education Opportunity to Obtain Dual Diplomas Comprehensive University Education Comfortable and Well-Equipped Campuses and Dormitories Traditions of Higher Education in Russia Students life Types of Higher Education Institutions in Russia

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1. __________ Russia has centuries-old traditions of higher education. The renowned Moscow State University was established by Mikhail Lomonosov in 1755. Since then, many universities have appeared throughout Russia, and the pursuit of higher education was and still is considered to be very prestigious. Russia has given the world a multitude of outstanding intellectuals who have made great discoveries and inventions, and over 40 of them have been awarded the Nobel Prize. 2. __________ Currently, there are 766 universities in 82 regions of Russia where you can acquire in-depth, fundamental knowledge in all subjects, but the country is best known for its strong academic schools in physics, mathematics and natural sciences. Russia is a recognised world leader in training mathematicians, physicists, chemists, geologists, engineers, programmers, physicians, and specialists in other natural sciences. This is confirmed by the positions of Russian universities in world rankings. 3. __________ There are three main types of higher education institutions in Russia: universities, academies and institutes. All of them realize programmes of undergraduate and graduate professional education. • University covers a wide range of study fields, for example, technical university or classical university. •

Academy differs from universities by a narrower spectrum of specialties connected with a particular industry, for example, Academy of Agriculture, Academy of Economics or Academy of Railway Transport.

•

The status of an Institute requires teaching of at least one discipline.

Universities also conduct fundamental and applied research in a wide spectrum of sciences, while the academies and institutes run their scientific activities in one field of Science or Art. To hold a status of a university or an academy is obligatory to be a leading scientific and methodological centre in the field of your specialization. Institutes mainly offer professional training. Institutes can also be established as a department of a university or an academy with the aim to conduct autonomic educational or scientific activities. 4. __________ Russia’s present-day education system is based upon the Bologna principles and includes such levels of education as bachelor’s degree, specialist degree, master’s degree, postgraduate, clinical internship etc.

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Level 1 Bachelor's Degree This is a complete higher education course. It lasts 4 years and gives general fundamental training. All the subjects in accordance with State Educational Standard are grouped in the following areas: general scientific, socioeconomical, humanities, general professional, and special. The academic year starts on 1st September and terminates as a rule at the end of June. At the end of their Degree, students defend their thesis. If successful, the student is awarded a Bachelor's Degree certificate (BA, BSc). The certificate grants the student the right to work according to profession or to further their studies on a Master's Degree course. Level 2 Specialist Degree The curriculum includes general and special courses in sciences, the humanities, and professional training. Unlike Bachelor's Degree, Specialist Degree is more focused on practical work in industry according to the selected discipline. The course lasts for a minimum of 5 years. Based on the examination results and thesis defence, a Specialist Degree certificate specifying the qualification (e.g., "Astronomer," "Teacher," "Information Security Specialist," etc.) may be issued. Graduates of a Specialist Degree may work in industry or further their studies on a Master's or other postgraduate course. Master's Degree This allows in-depth specialisation in the student’s chosen field. The course lasts at least two years and involves training students for research work. Students defend a thesis, which, if successful, leads to a Master's Degree certificate and the qualification of Master. Graduates of Master’s Degrees may work in industry or further their studies on a postgraduate course. Level 3 Highest Professional Training A postgraduate course is a form of training for academics. Graduates of a Master's or Specialist Degree can enroll in a postgraduate course. The course includes study, teaching, hands-on experience, and scientific research. Postgraduates select a research field and subject of research for their dissertation. Full-time study lasts at least 3 years, while part-time study lasts at least 4 years. A graduate is awarded a postgraduate certificate with the corresponding qualification (“Research Fellow,” “Research Teaching Fellow”). Depending on the result of the dissertation defence, a Candidate of Sciences Degree is awarded, which is the first Degree to confirm the status of scientist. Candidates of Sciences proceed to their Doctoral Degree (the second Degree to confirm the status of scientist), which is awarded following successful defence of their doctoral dissertation. 5. __________ In 2003, obligations as part of countries. Diplomas of procedure is facilitated

Russia signed the Bologna Declaration, assuming several the creation of a common educational space of participant Russian universities are recognised in most countries. This by intergovernmental agreements of Russia with more than 60 35

countries. Furthermore, many Russian universities are implementing joint programmes with foreign universities and are issuing dual diplomas to their graduates. In other words, by studying in Russia you can receive a Russian diploma and a diploma from a European university. 6. __________ In terms of study facilities, Russian universities are a match for many western universities. High-level equipment for laboratories, scientific centres and study facilities are now a reality of student life today. Most Russian universities have their own dormitories with a relatively low cost of accommodation. 7. __________ Students in Russia are never short of something to do after class. They take part in sports competitions, contests, student festivals and other recreational events. Universities have their own student theatres, sports teams, volunteer associations and student construction teams. A unique creative outlet for Russian students is the humorous KVN games (Club of the Merry and the Quick-Witted): the best university KVN teams take part in a televised contest broadcast on a central Russian TV channel. Russia is a nation of sports enthusiasts that has given the world some of its greatest athletes. 71% of students in Russia are involved in sport. Russian universities typically have their own sports facilities and are well placed to offer students excellent opportunities to get involved in sport. Sports teams are formed at universities, many of which win prestigious competitions, including Universiades. b) Match the highlighted words in the text with the definitions (1-5) below. 1. a range of subjects that has been officially chosen to be taught at all education institutions in a country 2. careful, detailed work that you do in order to discover new information or produce new ideas about a particular subject 3. someone who is studying for a higher degree after their first degree 4. an advanced degree that you get by studying for two years after getting your first degree 5. a period of the year when there are school or university classes c) Answer the questions: 1. What are the main types of higher education institutions in Russia? 2. What are the main academic grades? 3. What are two levels of doctoral degree, which do not have equivalent in Western systems of education? 4. What makes Russian universities a match for many western universities? 5. What are the most popular activities of students after classes? d) Make up a plan of the text and retell it according to the plan. 7. Prepare a report about the Bologna declaration signed in 2003. Point out your attitude towards the event. Use additional sources of information. 8. a) Skim Text 2. Present its main ideas and discuss them in pairs.

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Text 2. The system of higher education in the United Kingdom of Great Britain and Northern Ireland The structure of higher education in Great Britain is very complex. The main sources of higher educational institutions are: universities (including the Open University), teacher-training colleges and polytechnics. British universities come in all ages, sizes and shapes. The oldest of them, Oxford and Cambridge, founded in the 12-th and 13-th centuries took the students from all over the country. The younger civic or “Redbrick” universities serving the needs of their cities were organized in the 19-th century. The newest “Whitebrick” universities came into existence during the 1960s. Admission to universities is by examination or selection in the form of interviews. Applications from candidates for admission to nearly all universities are submitted to the Universities and Colleges Admission Service (UCAS). It is the UCAS that sends the copies to different universities and each university selects its own students. British universities are independent, self-governing institutions. Although they all receive financial support from the state (about 79 per cent), the Department of Education and Science has no control over their regulations, curriculum, examinations and the way in which the money is spent. Teacher education includes all forms of education provided mostly by teacher-training colleges, which receive their grants directly from the Department of Education and Science. The great majority of colleges are maintained by the Local Education Authorities. The most usual route to a teaching qualification is by way of three or four-year course, leading to the Bachelor of Education Degree. The universities and teacher-training colleges are classed as higher educational institutions because they award degrees. The normal duration of a first degree course is three of four years. At the end a Bachelor Degree is awarded on the results of examinations. A Master Degree is usually awarded after a further year or two years of studies. The highest degree is the Doctor of Philosophy. It is awarded for research and submission of a thesis - normally after Bachelor and Master Degrees. Apart from the Universities and teacher-training colleges, there are 30 polytechnics in England and Wales and 14 Scottish central institutions. The work of the Polytechnics is of university level. But the universities, funded directly by the state, are less controlled than the Polytechnics. Local Education Authorities are responsible for the budgets of the Polytechnics. Their work is planned and financed by the Polytechnics and Colleges Funding Council. Most degrees in Polytechnics are awarded by a national body called the Council for National Academic Awards. The Council ensures that the degrees awarded in polytechnics are equal to the degrees awarded by universities. Polytechnics award the Diploma in Technology. The usual course for the diploma is 3 years for full-time students and 4 years for “sandwich” course ones. The “sandwich” course students alternate periods of full-time education and fulltime employment. These courses provide many people with the opportunity of receiving higher technical education.

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b) Read the text again and put the sentences and phrases below in the correct order. 1. The main sources of higher education in Great Britain. 2. Academic year in British higher educational establishments. 3. Types of British universities. 4. Admission to British universities. 5. Functions of the Department of Education and Science. 6. Scientific degrees awarded by the British higher educational establishments. 7. Polytechnics and their educational and financial authorities. c) Match the highlighted words in the text with the definitions (1-6) below. 1. provided with necessities for life or existence 2. academic title given by a university to one who has passed an examination or defended a thesis 3. a request, especially in written form 4. to give as a result of an official decision, e.g. a degree, a prize, a medal 5. money given by the state for a particular purpose, e.g. to a university or a student 6. a group of persons who do something together in a planned way d) Decide if the sentences (1-6) below are true or false. 1. The applications for admission to British universities are sent to the Department of Education and Science. 2. The Department of Education and Science does not control rules, programs and examinations in most British universities. 3. Almost all teacher-training colleges receive their grants directly from the Local Education Authorities. 4. The Polytechnics and Colleges Funding Council plans and finances the work of the Polytechnics. 5. Local Educational Authorities do not bear responsibility for the budgets of the Polytechnics. 6. The Council for National Academic Awards is responsible to ensure that the degrees awarded by Polytechnics are equal to the degrees awarded by Universities. e) Answer the questions: 1. What are the main sources of higher education in Great Britain? 2. How are British universities classified? 3. How are the British students admitted to the universities? 4. What is the role of the Department of Education and Science in controlling universities? 5. What financial support do the universities get from the state? 6. What are the main sources of teacher education in Great Britain? 7. How are the teacher-training colleges maintained? f) Make up a plan of the text and retell it according to the plan. 9. a) Scan Text 3 and choose the best title A, B or C. A. The structure of British and American universities. B. Educational aims of universities in the USA and Great Britain. C. American and British universities: resemblance and differences.

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Text 3. The system of higher education in the USA The United States have no national system of higher education. American higher education developed its own pattern by the adaptation of two traditions: the collegiate tradition of England and the university tradition of the Continent. Higher education is given in colleges and universities. There are over 2100 various higher educational institutions including colleges, technological institutes and universities. There are about 3,000 colleges and universities, both private and public, in the United States. Students have to pay to go both private and State universities. Private universities are generally smaller but very expensive, which means that the tuition fees are extremely high. State colleges and universities are not that expensive, the tuition fees are usually lower, and if the students are State residents, they pay much less. Every young person who enters a higher educational institution can get financial assistance. If a student is offered a loan, he should repay it (with interest) after he has left the college. Needy students are awarded grants which they do not have to repay. Scholarships are given when a student is doing exceptionally well at school. American universities and colleges are usually built as a separate complex, called “campus”, with teaching blocks, libraries, dormitories, and many other facilities grouped together on one site, often on the outskirts of the city. Some universities are comprised of many campuses. All the universities are independent, offering their own choice of studies, setting their own admission standards and deciding which students meet their standards. The greater the prestige of the university, the higher the credits and grades required. The terms “college” and “university” are often used interchangeably, as “college” is used to refer to all undergraduate education leading to a bachelor’s degree, which can be followed at either college or university. Universities tend to be larger than colleges and also have graduate schools where students can receive post-graduate education. Advanced or graduate university degrees include law and medicine. Most colleges and universities undergraduate courses last for four years. During the first two years students usually follow general courses in the art or sciences and then choose a major – the subject or area of studies in which they concentrate. The other subjects are called minors. Credits (with grades) are awarded for the successful completion of each course. These credits are often transferable, so students who have not done well in high school can choose a junior college (or community college), which offers a two-year “transfer” program preparing students for degree-granting institutions. Community colleges also offer two-year courses of vocational nature, leading to technical and semi-professional occupations, such as journalism. The student’s progress is evaluated by means of tests, term works and examinations. The student’s work is given credits, usually on a five point scale. Letters indicate the level of achievement: “A” is the highest mark and “F” is the worst (the lowest) one. There are no final examinations at colleges and universities, and students receive a degree if they have collected enough credits in a particular subject. The traditional degree which crowns the undergraduate course is that of a Bachelor of Arts (B.A.) or a Bachelor of Science (B.C.) The lower level of graduate school is for obtaining the Master’s Degree (M.A. or M.C.), and the upper level is for the degree of a Doctor of Philosophy (Ph.D.)

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b) Read the text again and decide if the sentences (1–7) below are true or false. 1. The system of university education in the US is centralized. 2. There is no difference between private and State universities. 3. A University course usually lasts for four years. 4. One can obtain a bachelor’s degree at any college or University. 5. There are no special advanced University degrees. 6. Any University has only one campus. 7. There are no colleges which offer “transfer” programs. 10. a) Read and translate the text below. Divide it into paragraphs. Put the following sentences and phrases in the correct order according to the text. 1. American and British higher education systems compared. 2. Sources of financial support. 3. The organization and size of U.S. and British universities. 4. Students’ grants in Great Britain and in the USA. 5. Types of higher educational establishments and their structure. There is no national system of education and Ministry of Education in the USA such as exists in Great Britain. The British Department of Education and Science controls higher education sector in the country. In contrast, education in America is largely a business of the individual state, not of the Federal Government. Each of fifty states has its own system of education. Universities and colleges of Great Britain are usually small and traditional. American higher educational establishments, combining a number of different colleges and professional schools are usually larger and more innovative than British ones, sometimes with 25.000 to 35.000 students on one campus. Universities have never had a monopoly on higher learning. Teacher training colleges and polytechnics are alternatives to universities for some English students. Some of them are of university level and their work is officially described as the higher education sector. On the contrary, all schools of education, engineering and business studies are integral parts of universities in the U.S. British universities receive about 79% of their financial support through Parliamentary grants. Similarly in the USA, public institutions get about 75% of their funds from local, state or federal sources, but private colleges and universities receive little or no government support. In Britain personal financial aid provided by the government to over 80% of the students is administered according to the parents’ income. In the U.S., students’ grants are administered by the university or the sponsoring agency and are supplied by private organizations and the state or federal governments. Obviously, British and American universities have similar educational goals but different sources of financial support. b) Read the text again and answer the questions: 1. Is there a national system of higher education in the USA? 2. What government bodies control higher education in the country? 3. What is the size of universities and colleges? 4. What types of higher educational institutions exist in the country? 5. Where do the universities receive their financial support? 6. How is financial aid provided for students? 40

11. Combine both texts, make up a plan and retell the text according to the plan. 12. Read the dialogue Going to College in the USA and answer the questions below: Clerk: Why do you want to enter our college? Have you studied our course catalogue? Foreign Student: Yes, I have. You are a four-year college, and you are state supported. The tuition fee is reasonable. Everything suits me. Then you have a large foreign community. Clerk: Oh, yes, we have foreign students. Have you passed the Test of English as a Foreign Language or TOEFL as it is often called? Foreign Student: Yes, my TOEFL score meets your requirements. Here is my “Score Record”. Do I have to take any entrance examinations? Clerk: Yes, I’m afraid, you do. One of our admission requirements for foreign students is to sit SAT, Scholastic Aptitude Test. Foreign Student: When is it held? Clerk: You should contact our foreign student adviser about it. Foreign Student: Do I qualify for financial assistance? Clerk: Oh, we must study all your papers very carefully first, before we say. By the way, what would you like to major in? Foreign Student: If I enter your college, I would like to major in public finance. Clerk: Generally we offer majors in economics, though there is a course on State and Local Public Services and Finance. But you should read the description of the course, information about departments in our college and curriculum opportunities very carefully to be sure that it is what you need. Foreign Student: Sure, I’ll do it. Clerk: Then, we are very strict about students’ attendance, taking exams, credit tests, writing course papers on time. Foreign Student: If I get accepted it won’t be a problem, I think. What facilities for sport, recreation and entertainment do you offer? Clerk: Not every university can boast of similar facilities. We have a gym, a swimming pool, different students’ clubs. If you pass your SAT and if you become our student, you won’t regret it. Foreign Student: It’s nice to hear it. After I get in touch with the adviser and study the curriculum I’ll contact you again, if you don’t mind. Clerk: Welcome. Foreign Student: Before I leave, may I look around the college? Clerk: Certainly, I’ll show you round. • • • • •

Why does this college attract the young man? What exams are mentioned in the dialogue? What does the young man want to major in? What are the teachers strict about? What can you say about the college and its facilities?

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13. Read the interview An American View on Russian Education. Answer the questions below. The following is an interview with Professor James J. Hearn who comes from the USA. Mr. Hearn has worked around the world (the USA, South America, Belarus and other places) and he is currently a visiting professor at the Economic Academy and the Moscow International School of Business. – What are the main differences in the systems of education between Russia and the USA? – There is one important difference. In America I feel that students have more opportunity to develop themselves. In Russia many students are intelligent, but they are passive. Russian students are trained not to take initiative. They are good listeners, but most of them are reserved. Last year I had a student, who always took initiative and gave responses to my presentations. And I really appreciated that. Students must be more than just listeners. Education for me is when I present something and then students discuss the topic and share their ideas. – How can you characterize Russian students? – Many Russian students write and think well. For me, an average Russian student writes in English as well as American students do. For example, this year I asked my students to write a paper on the film «A Civic Action». And lots of them wrote some really sophisticated and interesting ones. Russian students are educated really well, but they miss the feeling of openness, as they are taught to study in strict discipline. – Is a foreign professor in Russia restricted in what and how he teaches? – I feel no pressure here, I feel very free. Nobody has ever criticized me or told me how I should teach. However, I know that I’m in another country, so I try to be tactful in presenting issues. When I speak about my or your country, I try to be fair. I give articles to the students that express the reality from different points of views. Every country has its own understanding of some problems, so I try to be intercultural in discussing the issues with my students. – Mr. Hearn, in your opinion, have students changed since your days as a student? – Two things have changed: students today are more worldly – they use the Internet and they know a lot, and the second thing that changed, is that students today have lots of ambitions. Students have many opportunities that, for example, I didn’t have, when I was a student. IT systems are available now and the Internet is very helpful. Students are more global, they have more understanding of cultural differences. – Speaking about yourself, did your university unite students? Did you make a lot of friends then? – In America we make friends wherever we are. Classmates are not as close as they are in Russia. We study subjects by individual choice, so the groups always change. It’s not like in Russia, where students study together in the same group for a few years. So I made relations with different people according to where I was: in Law School, in Oxford (where I studied), in California, in Washington, where I’ve lived for 45 years, and on different foreign internships.

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– Mr. Hearn, what reforms would you recommend for the Russian system of education? – I’ve been teaching Russian students for 4-5 years and I noticed that the students who have been overseas come back with a different attitude to life. They become more open, ambitious and talkative. So the first thing I would recommend is to develop more democratic process in classes. Russian students need to develop such skills that would help them to compete in their future life, they have to open their creativity up, be more global. Answer the questions. 1. Where does Professor James J. Hearn come from? 2. What countries did he work in? 3. Where did he study? 4. What is the main difference between educational systems of Russia and the USA, in his opinion? 5. How are Russian students characterized? 6. Is the professor limited in his ways of teaching being abroad? 7. What are his teaching methods based on? 8. What changes have happened since his student time? 9. Is it easy for Americans to make friends? Are American groupmates close and united? 10. What reforms does the professor recommend for the Russian system of education?

Listening 14. Resource: https://www.examenglish.com/B2/b2_listening_education.htm Listen to a radio show about the value of a university education. Choose the statement that best represents the opinions of the callers. 1. Caller 1 a. University education should remain free so that everyone can benefit from it. b. The cost of university education nowadays is greater than its value. c. She attributes her success in her career to her university education. d. In her experience, going to university was a mistake which she regrets. 2. Caller 2 a. University gives intelligent people the opportunity to prove their worth above others. b. University is only suitable for intelligent people, as only they can engage fully in debates. c. University provides opportunities to delve deeply into a subject with peers and experts. d. University gives you excellent study skills which will help you in your career. 3. Caller 3 a. Apprenticeships and college courses should be valued as highly as university degrees. b. University provides little in the way of practical skills and financial security. c. Young people choose university because apprenticeships are no longer available. d. Attending university would have allowed him to progress further in his career. 4. Caller 4 a. A university education improves your career chances and broadens your horizons. b. In many parts of the world, a degree is a necessary pre-requisite in finding a decent job. c. University gives you the chance to meet interesting people who might offer you a job. d. University allows young people to leave their home towns, but live in a safe environment.

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5. Caller 5 a. University is only available to the privileged, and that is unfair to poorer members of society. b. Too many people are going to university these days - not everyone can be a professional. c. University education has given us politicians and inventors who have made this country great. d. The insight that professionals developed when they were at university affects the whole society.

Speaking 15. Work in pairs. Discuss the following questions. Choose one of the questions to make a small talk:  What are the main similarities and differences in the systems of education in Russia, Great Britain and the USA?  What makes Russian universities competitive with many western universities?  How can you characterize Russian students’ life?

Grammar: The Passive Voice 16. Match the phrase in the Active Voice with the phrase in the Passive Voice. Model: 1. I do it – d. It is done 1. I do it a. It has been done 2. I did it b. It can be done 3. I am doing it c. It is done 4. I was doing it d. It needs to be done 5. I have done it e. It is being done 6. I had done it f. It is going to be done 7. I will do it g. It was being done 8. I will have done it h. It was done 9. I am going to do it i. It will have been done 10. I need to do it j. It will be done 11. I can do it k. It had been done 17. Open the brackets and put the verbs into the Present Simple Passive. 1. New lecture-halls at the university ___are equipped___ (to equip) perfectly. 2. The articles on scientific research ________ (to translate) into many languages. 3. All these short stories ________ (to write) by her. 4. These plans ________ (to recommend) by the boss. 5. Tasty salads ________ (to serve) in this restaurant. 6. We ________ (to give) difficult tasks by our teacher every lesson. 7. Bicycles ________ (use) widely in this city instead of public transport. 8. Elections in Britain ________ (hold) every five years. 9. Breakfast _______ (not serve) in this hotel before 7 am. 18. Respond to the situations with a negative sentence using the words and word combinations in brackets. Model: Cars are made at this factory. (bicycles) — But bicycles are not made at this factory. 44

1. Our house is built of wood. (their house) 2. My books are kept on the shelf. (exercise-books ) 3. My younger sister is usually given fruit and milk for supper. (my elder brother) 4. Apples are grown in Belarus. (oranges) 5. Glass is made of sand. (paper) 6. My dresses are made by my mother. (jackets) 7. Bread is sold in this shop. (milk) 8. Films are watched by many people. (sports programmes) 9. This apple-tree is planted by me. (that cherry-tree) 10. All the words are always learnt by the pupils. (rules) 19. Open the brackets and put the verbs into the Past Simple Passive. 1. Stonehenge ___was built___ (to build) by ancient people. 2. The results of his research ________ (to publish) last month. 3. The job ________ (to offer) to Frank but he refused. 4. This town ________ (to build) a century ago. 5. This text ________ (to translate) at the last lesson. 6. The letter ________ (to receive) yesterday. 7. 5,000 cars _________ (to produce) in the factory every day last year. 8. The company Microsoft ________ (to found) by Bill Gates. 9. I ________ (to give) a very interesting book at the library last Friday. 10. The space probe Explorer ________ (launch) from Cape Canaveral last year. 20. Put the verbs in brackets into the Future Simple Passive. 1. A new grammar rule ___will be explained___ (to explain) by the teacher next lesson. 2. This book ________ (to publish) at the end of September. 3. The old bridge ________ (to destroy) next month and the new road _______ (to build). 4. The work __________ (to do) next week. 5. These letters ________ (to mail) by his secretary tomorrow. 6. We ________ (to invite) to a concert next Saturday. 7. The lecturer ________ (to listen) to with great attention. 8. The delegation ________ (to show) the historical monuments of the capital. 9. Your drinks _______ (bring) to you in a minute. Please wait. 21. Put the passive sentences in order. Model: in/ a lot of/ schools/ are/ used/ Computers Computers are used in a lot of schools. 1. 2. 3. 4. 5. 6. 7. 8.

of plastic/ made/ are/ CDs seen/ The information/ on a screen/ was were/ very quickly/ The answers/ calculated played/ The game/ is/ on a computer with a modem/ are/ sent/ E-mails will/ on a disk/ Information/ be/ stored sent/ Text messages/ are/ using mobile phones to get information/ used/ is/ The Internet

22. Put questions to the sentences beginning with the words in brackets. Model: Radio was invented by Popov in Russia. (Who…by) Who was radio invented by? 45

1. 2. 3. 4. 5. 6. 7.

A new president is elected every four years in the USA. (How often) The books have already been packed. (What) Your parents will be invited to a meeting. (Where) A bank robber was caught by the police last night. (When) My letter will be left by the postman by the door. (Where) A delicious cherry pie has been made by my mum for dinner. (What) Where is your car? – It is being mended at the moment. (Why)

23. Choose the correct variant. 1. The letter ________ (to post) tomorrow. a) will post c) will have been posted b) will be post d) will be posted 2. The construction of the bridge ________ (to complete) in less than five month. a) is completed c) was completed b) will be completed d) are completed 3. In Greece the Olympic Games ________ (to hold) once in four years. a) were held b) are being held c) are held d) are hold 4. Alaska ________ (to separate) from Russia by the Bering Strait. a) was separated c) is separated b) is being separated d) has been separated 5. The construction of a new house ________ (to complete) last year. a) will be completed c) was completed b) is completed d) has been completed 6. English ________ (to speak) almost in 45 countries of the world. a) speak c) is being spoken b) are being spoken d) is spoken 7. The bags of cement and sand ________ (to unload) several days ago. a) were unload b) will be unloaded c) is unloaded d) were unloaded 8. The form of the house usually ________ (to design) by an architect. a) is designed b) be designed c) was designed d) will be design 24. Put the verbs in brackets into the correct passive forms. 1. The goods __are transported___ to our house in the Midlands every Friday. (transport) 2. When we got home, we realized that our house ______. (burgle) 3. America ______ by Christopher Columbus. (discover) 4. Newspapers in some countries ______ in kiosks as well as shops. (sell) 5. At this very moment the suspect ______ by the police. (interview) 6. All the money ______ already. (spend) 7. When I entered the room, the walls ______. (still/ paint) 8. England ______ by France in yesterday's rugby international. (beat) 9. - What language ______ in Estonia? - Estonian. (speak) 10. Several trees ______ by lightning in the last night's storm. (strike) 11. The news ______ by the time we get there. (already/ announce) 12. The news ______ by the time we got there. (already/ announce) 13. Milk should ______ in the refrigerator or it will go off. (keep)

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25. Transform the sentences from Active Voice to Passive. Model: They haven’t brought back my skates. My skates haven’t been brought back. 1. I bought a new computer yesterday. 2. We will bring the books tomorrow. 3. They are repairing the clock now. 4. They sell sports equipment in this shop. 5. I have translated the whole text. 6. They broke the window last week. 7. When I came home, they had eaten the sweets. 8. We will do the work in the evening. 9. He wrote this book in the 19th century. 10. They were playing tennis from four till five. 11. He spent a lot of money in the shop. 12. By six o'clock they had finished the work. 13. At twelve o'clock the workers were loading the trucks. 14. By three o'clock the workers had loaded the trucks. 15. We send our daughter to rest in the south every year. 16. They will show this film on TV. 17. They are building a new concert-hall in our street. 18. They have made a number of important experiments in this laboratory. 19. Livingstone explored Central Africa in the 19th century. 20. By the middle of autumn we had planted all the trees. 21. They will stage this play at the beginning of next season. 22. They have forgotten the story. 23. Has anybody explained the rules of the game to you? SCRIPT

Announcer: Good morning, London. Welcome to Techno Talk. This morning our guest is Kenneth Grey. He’s got four new gadgets to show us. Good morning, Kenneth. I see the gadgets on the table, but I don’t know what they are. Let’s look at this gadget. It looks like a watch but I don’t think it’s a watch. What is it? Kenneth: It’s a watch phone: a watch, a mobile phone, a camera, an MP3 and a video. It was developed by LG Electronics. Announcer: Wow, it’s like something from a James Bond film! How much does it cost? Kenneth: It’s quite expensive – 500 pounds. Announcer: Well, I guess I won’t buy it just yet. What’s this? I see pieces of glass on a metal base. Is it a picture frame? Kenneth: Sorry, you won’t see this in the living room, but you will see it in the kitchen. Announcer: What’s it used for? Kenneth: It’s a glass toaster. It allows you to see the bread while it’s getting brown. Announcer: A glass toaster – that’s great! You’ll never have burnt toast again. Who was it invented by? Kenneth: This toaster was invented by a company called Inventables. They’re developing a lot of interesting new products with glass, plastic and aluminium. Announcer: And what’s this? I see two big wheels. I can’t imagine what they’re used for. Kenneth: These big wheels are the latest in sports equipment. They’re called Chariot Skates. They were designed by Australian inventor Michael Jenkins. You wear them like skates, but they’re better than skates. You can ride Chariot Skates on the pavement, in a field or on the ground. Announcer: Wow, so you can ride Chariot Skates anywhere! Can I buy these for my son’s birthday? Kenneth: Sorry, Chariot Skates aren’t in the shops yet, but they will be in June. Announcer: What’s this? It looks like a computer mouse. Kenneth: This isn’t a mouse, it’s a hand warmer. Announcer: A hand warmer! Kenneth: Yes, Sanyo have invented this new hand warmer to keep your hands warm on cold days. It’s perfect for winter sports. You put them in your pockets and they can keep your hands warm for up to four hours. Announcer: Great – no more gloves for me. Well, thank you, Kenneth. Next week ... 47

APPENDIX Модальные глаголы и их эквиваленты Модальные глаголы - это глаголы, обозначающие не само действие, а отношение к нему говорящего. I must come and see my parents next Sunday. Я должен навестить своих родителей в следующее воскресенье. He can speak three languages. Он может говорить на трёх языках. Модальные глаголы в английском языке не имеют формы инфинитива, неличных форм на -ed, -ing, не принимают окончание -s, -es в 3-ем лице единственного числа Present Indefinite, т.е. не спрягаются. Они образуют вопросительную и отрицательную формы без вспомогательного глагола. После модальных глаголов инфинитив другого глагола употребляется без частицы to (исключение глагол ought to). CAN, COULD Этот модальный глагол имеет две формы: can - для настоящего времени, could - для прошедшего. Употребляется он: 1. Для выражения возможности или способности совершения действия. В этом значении переводится как "мочь", "уметь". She can speak English well but she can't write it at all. Она может (умеет) хорошо говорить по-английски, но совсем не умеет писать. 2. Для выражения разрешения совершить действие (в вопросительных и утвердительных предложениях). Can we go home? Можно нам идти? Yes, you can go. Да, вы можете идти. 3. Для выражения запрета совершить действие, выраженного инфинитивом (только в отрицательных предложениях). You can't speak at the lessons. На уроке разговаривать нельзя. 4. Для выражения просьбы (в вопросительных предложениях). Can (could) you give me your dictionary? Вы не дадите мне свой словарь? Форма could употребляется для более вежливого обращения. Could + Perfect Infinitive употребляется для выражения способности, возможности произвести действие в прошлом. При этом выражается два значения — действие либо не выполнено, либо неизвестно, выполнено оно или нет, т.е. выражается сомнение. В отрицательных предложениях выражается невероятность совершения действия. 1. Действие не выполнено: Не could have finished this work (but he didn’t). Он мог закончить эту работу (но не закончил). He could have written about it. Он мог бы написать об этом (но не написал). 2. Неизвестно, выполнено действие или нет. 48

The door is open. Who could have opened it? Дверь открыта. Кто бы мог открыть ее? Nick could have opened it; he was the last who left the flat. Ник мог открыть ее, так как он был последний, кто уходил из квартиры (и, наверное, забыл закрыть ее). TO BE ABLE TO Сочетание to be able + инфинитив с частицей to является синонимом модального глагола can (см. пункт 1) для выражения возможности или способности совершения действия. He is able to help you. Он может помочь вам. He was able to help you. Он смог помочь вам. He will be able to help you. Он сможет помочь вам. MAY, MIGHT Этот модальный глагол имеет две формы: may - для настоящего времени, might для прошедшего. Глагол may употребляется для выражения: 1. Разрешения в утвердительных и вопросительных предложениях. You may go. Ты можешь идти. May I help you? Разрешите вам помочь. 2. Запрещения в отрицательных предложениях. You may not come here. Не смей сюда приходить. 3. Предположения, неуверенности в утвердительных и отрицательных предложениях. It may rain today. Возможно сегодня будет дождь. Глагол might употребляется: 1. В придаточных дополнительных предложениях в соответствии с правилом согласования времён. She said that he might take her book. Она сказала, что он может взять её книгу. 2. Для обозначения вероятности совершения действия. He might come. Он, может быть, придёт. TO BE ALLOWED TO TO BE PERMITTED TO Словосочетания to be allowed и to be permitted + инфинитив с частицей to являются синонимами модального глагола may (см. пункт 1). I am allowed to use this device. Мне разрешено (я могу) использовать этот прибор. He will be allowed to use this device. Ему разрешат. MUST Глагол must употребляется: 1. Для выражения долженствования, необходимости произвести действие в настоящем или будущем. I must go. Мне надо идти. 49

2. Для выражения запрещения в отрицательном предложении. You mustn't do it. Нельзя этого делать. 3. Для выражения вероятности какого-либо действия, предположения. He must have read this book. Он, вероятно, читал эту книгу. 4. Для обозначения настоятельного совета, рекомендации. You must come and see my new flat. Ты должен прийти посмотреть нашу новую квартиру. TO HAVE (TO) Глагол to have (to) употребляется в сочетании с инфинитивом с частицей to для выражения необходимости совершить действие в силу определённых обстоятельств. Соответствует русскому "придётся, пришлось". It was very dark and we had to stay at home. Было очень темно, и нам пришлось остаться дома. I don't have to stay here. Мне не нужно здесь оставаться. TO BE + INFINITIVE Сочетание глагола to be с инфинитивом употребляется для выражения необходимости совершения действия в соответствии с предыдущей договорённостью или заранее намеченным планом. Переводится как "должен, должен был" и т.п. I was to meet her at 3 o'clock. Я должен был встретить её в 3 часа. They are to begin this work at once. Они должны начать работу немедленно. NEED Модальный глагол need в английском языке как модальный в сочетании с Indefinite Infinitive употребляется для выражения необходимости совершить действие. Это сочетание употребляется только в форме Present и Future Tenses в вопросительных и отрицательных предложениях и переводится на русский язык соответственно: в вопросительной форме — нужно (ли), надо (ли), должен (ли), в отрицательной форме — не нужно и т. п. После глагола need употребляется инфинитив без частицы to. Need I buy anything for breakfast? Нужно купить что-нибудь к завтраку? В отрицательных предложениях need выражает отсутствие необходимости. You needn’t learn this poem by heart. Тебе не нужно учить наизусть это стихотворение. Needn’t + Perfect Infinitive употребляется в отношении прошедшего времени и указывает, что совершать действие, о котором идет речь, не было необходимости. You needn’t have got up so early. Тебе не было необходимости вставать так рано. He needn’t have learned this poem by heart. Он не должен был заучивать это стихотворение наизусть.

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SHALL, SHOULD Глагол shall выражает обещание, намерение, угрозу, предостережение. He shall get his money. Он получит свои деньги. The child shall be punished for it. Ребёнок будет наказан за это. Глагол shall также выражает запрос относительно дальнейших действий. Shall we begin? Нам начинать? Глагол should в основном употребляется для выражения настоятельного совета, рекомендации, субъективную или моральную необходимость совершения действия. You should see a doctor. Вам следует показаться врачу. Глагол should может употребляться и в прошедшем времени, когда речь идет о том, что (не) следовало сделать в прошлом, но это действие так и не было выполнено (либо было выполнено, но было бы лучше, если бы его не выполняли). You should have driven more carefully, you had a terrible accident. Тебе следовало ехать осторожнее, ты попал в ужасную аварию. Модальные глаголы CAN

MAY

Значение

Примеры

физическая или умственная возможность/умение возможность

I can swim very well. – Я очень хорошо умею плавать.

You can go now. — Ты можешь идти сейчас. You cannot play football in the street. – На улице нельзя играть в футбол. вероятность They can arrive any time. – Они могут приехать в любой момент. удивление Can he have said that? – Неужели он это сказал? сомнение, She can’t be waiting for us now. – недоверчивость Не может быть, чтобы она сейчас нас ждала. разрешение Can we go home? — Нам можно пойти домой? вежливая просьба Could you tell me what time it is now? – Не могли бы вы подсказать, который сейчас час? разрешение May I borrow your book? – Я могу одолжить у тебя книгу? предположение She may not come. – Она, возможно, не придет. возможность In the museum you may see many interesting things. – В музее вы можете увидеть много интересных вещей. упрек – только MIGHT You might have told me that. – Ты мог бы мне это сказать. (+ perfect infinitive) 51

обязательство, необходимость

He must work. He must earn money. – Он должен работать. Он должен MUST зарабатывать деньги. вероятность (сильная He must be sick. — степень) Он, должно быть, заболел. запрет Tourists must not feed animals in the zoo. — Туристы не должны кормить животных в зоопарке. You ought to be polite. – SHOULD/OUGHT TO моральное долженствование Вы должны быть любезными. совет You should see a doctor. – Вам следует сходить к врачу. упрек, запрет You should have taken the umbrella. – Тебе следовало взять с собой зонт. команда, предписание You are to go straight to your room now. TO BE TO — Ты должен пойти к себе в комнату сейчас же. план I was to be there at 5 sharp. – Я должен был быть там ровно в пять. необходимость As I was to be there at 5 sharp, I had to take TO HAVE TO (вынужден, a taxi. – Так как я должен был быть там приходится) ровно в пять, мне пришлось взять такси. указ, обязанность These rules shall apply in all circumstances. SHALL – Эти правила будут действовать при любых обстоятельствах. угроза You shall suffer. — Ты будешь страдать. просьба об указании Shall I open the window? – Мне открыть окно? готовность, The door won’t open. — WILL нежелание/отказ Дверь не открывается. вежливая просьба Will you go with me? – Ты сможешь пойти со мной? готовность, He would not answer this question. – WOULD нежелание/отказ Он не будет отвечать на этот вопрос. вежливая просьба Would you please come with me? — Не могли бы вы пройти со мной? повторяющееся/ We would talk for hours. – привычное действие Мы беседовали часами. необходимость Do you need to work so hard? – NEED Тебе надо столько работать? отсутствие She needn’t go there. — NEEDN’T необходимости Ей не нужно туда идти. посметь How dare you say that? – DARE Как ты смеешь такое говорить?

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Passive Voice. Страдательный залог Действительный и страдательный залоги в английском языке совпадают со значением соответствующих залогов в русском языке. Глагол в действительном залоге (Active Voice) показывает, что действие совершает лицо или предмет, выраженный подлежащим. He often asks questions. Он часто задаёт вопросы. Глагол в страдательном залоге (Passive Voice) означает, что действие направлено на предмет или лицо, выраженное подлежащим. He is often asked questions. Ему часто задают вопросы. Формы страдательного залога образуются при помощи глагола соответствующей форме и Participle II (Причастие II) смыслового глагола. Present Indefinite

be

в

Future

I he (she) we (you, they)

am asked is asked are asked

I (he, she) was asked I, we he, she, will be asked we (you, they) were asked you, they

I

am being asked is being asked are being asked

I (he, she)

Continuous he (she) we (you, they) Perfect

Past

to

I, we, you, have been they asked he (she) has been asked

was being asked we (you, they) were being asked

I, we he, she, you, they

had been asked

I, we he, she, will have you, they been asked

Примеры. Indefinite Passive (to be + Participle II) 1. The newspapers are delivered every morning. (Present Indefinite Passive) Газеты доставляются каждое утро. 2. This book was bought a month ago. (Past Indefinite Passive) Эта книга была куплена месяц назад. 3. The letter will be mailed tomorrow. (Future Indefinite Passive) Письмо будет оправлено завтра. Continuous Passive (to be + being + Participle II). 1. The house is being repaired. (Present Continuous Passive) Дом ремонтируется. 2. When John was ill he was being taught at home. (Past Continuous Passive) Когда Джон болел, его обучали дома.

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Perfect Passive (to have + been + Participle II) 1. This letter has been brought by the secretary. (Present Perfect Passive) Секретарь принёс письмо. (Письмо принесено секретарём) 2. He decided to become a writer only when his first story had been published. (Past Perfect Passive) Он решил стать писателем, только когда его первый рассказ был напечатан. 3. By the 1st of July the last exam will have been passed (Future Perfect Passive) К первому июля последний экзамен будет вами сдан. Сказуемое в страдательном залоге может переводиться на русский язык: а) кратким страдательным причастием; б) глаголом на -ся; в) неопределённо-личным глаголом. The house is built. а) Дом построен. б) Дом строится. в) Дом строят. Следует обратить особое внимание на перевод глаголов с предлогом в страдательном залоге. Наиболее распространённые из этих глаголов: hear of – слышать о laugh at – смеяться над look after – присматривать за (кем-либо) look at – смотреть на rely on – полагаться на send for – посылать за speak of (about) – говорить о payattention to – обращать внимание на take care of - заботиться о The book is much spoken about. Об этой книге много говорят. He can't be relied on. На него нельзя положиться. В русском переводе не все глаголы сохраняют предлог: to listen to – слушать что-либо, кого-либо to look for – искать что-либо to provide for – обеспечить кого-либо, чем-либо to explain to - объяснять кому-либо He was listened to with great attention. Его слушали с большим вниманием. Сводная таблица форм страдательного залога для всех времен: Действительный залог / Active Страдательный залог / Passive Voice Voice Present Indefinite

He gives piano lessons

Piano lessons are given

Past Indefinite

He gave piano lessons

Piano lessons were given

Future Indefinite

He will give piano lessons

Piano lessons will be given

Present Continuous

He is giving piano lessons

Piano lessons are being given

Past Continuous

He was giving piano lessons

Piano lessons were being given

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Future Continuous

He will be giving piano lessons

Отсутствует

Present Perfect

He has given piano lessons

Piano lessons have been given

Past Perfect

He had given piano lessons

Piano lessons had been given

Future Perfect

He will have given piano lessons

Piano lessons will have been given

Present Perfect Continuous

He has been giving piano lessons

Отсутствует

Past Perfect Continuous

He had been giving piano lessons

Отсутствует

Future Perfect Continuous

He will have been giving piano Отсутствует lessons

Употребление страдательного залога 1. Страдательный залог употребляется, когда неизвестно, какое лицо или предмет является производителем действия: His house was robbed two days ago. Его дом ограбили два дня назад. (Говорящему не известно, кто ограбил дом). 2. Страдательный залог употребляется, когда нет необходимости упоминать лицо или предмет, который совершает действие, или когда производитель действия не представляет интереса: The mineral water is delivered to the hotel every morning. Минеральную воду поставляют в отель каждое утро. (Нет необходимости упоминать, кто является поставщиком минеральной воды). 3. Страдательный залог употребляется, когда из контекста понятно, кто или что производит данное действие: Football is played all over the world. В футбол играют во всем мире. (Всем понятно, что в футбол играют футболисты). После модальных глаголов, а так же после других конструкций (например, going to; have to; want to; would like to) употребляется be + Past participle: The work cannot be done. Эта работа не может быть выполнена. He does not want to be disturbed. Он не хочет, чтобы его беспокоили. Для выражения прошедшего времени употребляется форма passive Perfect Infinitive: We should have been told about the danger. Нам должны были рассказать об опасности. Существует также –ing форма в страдательном залоге: being + Past Participle I don’t like being cheated. Я не люблю, когда меня обманывают. He hates being shouted at. Он ненавидит, когда на него кричат.

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Некоторые глаголы могут иметь два дополнения после себя. К ним относятся глаголы offer, send, pay, promise, teach, tell, show, give. В подобных случаях можно образовывать два разных предложения в страдательном залоге: Someone showed me the way. Кто-то показал мне дорогу. (me и the way – два дополнения) 1. I was shown the way. Мне показали дорогу. 2. The way was shown to me. Дорога была показана мне. В английском языке предпочтительнее начинать предложение с лица, поэтому первое предложение звучит более естественно. Если существует необходимость упомянуть в предложении лицо или предмет, выполняющее действие, то для его введения в предложение используется предлог by: ‘Imagine’ was composed and sung by John Lennon. Песню «Имэйджин» сочинил и спел Джон Леннон. Если существует необходимость упомянуть в предложении предмет, как орудие, необходимое для выполнения действия или материал, с помощью которого выполняется действие, используется предлог with: He was hit with an umbrella. Его ударили зонтиком (орудие) The safe was blown with dynamite. Сейф взорвали динамитом (орудие) The cake was made with dried fruit. Торт приготовлен из сухих фруктов (материал) The garage was painted with a new kind of paint. Гараж покрасили новым видом краски (материал). Когда речь заходит о том, что люди думают, говорят, считают, можно употреблять две формы в страдательном обороте. Например, Действительный залог People say that Mr Ross is a good producer. Люди говорят, что г-н Росс хороший режиссер. Passive 1: It + passive + that + clause (придаточное предложение): It is said that Mr Ross is a good producer. Говорят, что г-н Росс хороший режиссер. Passive 2: Subject+ passive+ to infinitive: Mr Ross is said to be a good producer. Говорят, что г-н Росс хороший режиссер. Обычно данные формы в страдательном залоге употребляются в официальном стиле cо следующими глаголами: say, think, report, expect, believe, claim, know, understand, suppose: It is reported that the president is seriously ill. Сообщают, что президент серьезно болен. A new law is expected to be introduced next year. Ожидают, что новый закон будет принят в будущем году. He is supposed to have been married before. Полагают, что он был ранее женат.

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REFERENCES 1. 2. 3. 4. 5. 6. 7.

https://tophat.com/blog/how-does-technology-impact-student-learning/ https://brainly.in/question/1299307#readmore http://techandscience.com/techblog/ShowArticle.aspx?ID=2499 https://studyinrussia.ru/en/why-russia/advantages/ https://studfiles.net/preview/4655758/page:11/ https://studfiles.net/preview/2713920/page:20/ https://www.google.com/search?q=modern+inventions&tbm=isch&ved=2ahUKEwjL0cImL_oAhVBtyoKHZskCbgQ2-cCegQIABAA&oq

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Учебное издание

Жаринова Людмила Леопольдовна, Бороненко Галина Федоровна ACADEMIC ENGLISH FOR PART-TIME BACHELORS Учебное пособие Под редакцией Т.Ю. Передриенко

Техн. редактор А.В. Миних Дизайн обложки А.С. Пановой Издательский центр Южно-Уральского государственного университета Подписано в печать 19.02.2021. Формат 6084 1/8. Печать цифровая. Усл. печ. л. 6,97. Тираж 100 экз. Заказ 26/115. Отпечатано в типографии Издательского центра ЮУрГУ. 454080, г. Челябинск, проспект Ленина, 76.

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