Н.Э. Шарабарина, Л.В. Кулик - English for Junior Students of the Humanities - Unit 3 (1114143), страница 6
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She's beinginterviewed on a local radio programme.EXERCISE 1 Make sure you know the following collocations:To (not) mind admitting that...; to object to having to go...; to intend to go touniversity; to pass "A" level subjects; to take exams at "A" level; presume...; to beinterested in doing foreign languages; to do Oriental Studies; to feel like doing French orGerman literature; to have enough of doing prose translation; to get a degree; studentpolitics; that's not my cup of tea; it's just a question of waiting for...; to kill time; tolook forward to smth or doing smth.2423EXERCISE 2 Listen carefully and complete these sentences:1 . Before she left school, Sheila objected to. .
.2. In September, Sheila intends to. . .3. At university, she's planning . . .4. She didn't feel like going on with. . .because. . .5. When she leaves university, she is hoping. . .6. First of all, she wants to get. . .7. At university, she will not be taking part in. . .8. She is looking forward to...EXERCISE 3Listen to the interview again and answer the question below:1.2.3.4.5.Why does Sheila sound relived?Has Sheila made any plans?What do her plans depend on?What did she take at "A" level?Does taking subjects at "A" level always mean people go on doing the same thingat university?:6. What studies is Sheila hoping to do?7.
Can anyone go to university and study a subject without knowing anything about8. How long does it take to get a degree?9. Why has she decided to study Japanese?10. How is Sheila going to kill time till September?Using your notes make a short oral summary of the interview.(Taken from " Longman Advanced English Coursebook" ,Roy Kingsbury and Guy Wellmah)EXERCISE 4 Now in pairs, and using the expressions on the right, ask and tell eachother about your plans or intentions regarding3. your further education2.
marriage and family3. your career and ambitionsI'm going.../I intend to...I'm hoping to...I'm thinking of.../ I'm planning to...I don't really feel like... / I'm notplanning to...I'm not going to.../ 1 don't intend to...Part 2.Two university students, one American, Peter Davies, and the other English, JohnJames, discuss the differences of university education in the US and the UK, and itsrelevance to modern life.25124EXERCISE 10Make sure you know the following collocations:To complete one's bachelor's degree; to give smb lots of opportunity to do smth; toenjoy the beautiful countryside; to receive a diploma; to do / to finish a master's degree in;to make ends meet; to find smth extremely interesting; to receive a certificate; to be aserious effort; to have a lot of fun.EXERCISE 11 Listen to part of a talk Vanessa gave to some students about herexperiences of studying abroad.
For questions 1-12 complete the notessummarise the content of her talk. Write a word or short phrase to eachgap.Course of StudyFRENCH1. French languageand literatureCANADAComparative literatureRUSSIA9.Length of Studyone year5.10.Qualification2.6.11.Accommodation3.7.student hostelAdvantagesopportunity to speak 8.French12.4.great theatreBeautiful countrysideEXERCISE 12 Listen to the talk again, take notes, and make a short oral summary of thetalk.DISCUSSIONEXERCISE 1 Imagine you have to give a brief summary of your education to afriend from another country. Say something about:2825••••the places where you (have) studiedwhat you were / are good atwhat you (have) enjoyed most about school / universityanything you didn't / don't like about schoolUse some of these words:EXAMS AND QUALIFICATIONScandidate , certificate, degree, diploma, fail, grade, mark, pass, result, takeLEVELS OF EDUCATIONnursery / primary / secondary school, academy, college, universityPLACES AT SCHOOLcanteen, gym, laboratory, library, playground, sports field, staff room, tenniscourtSUBJECTSart, biology, chemistry, computer studies, economics, geography, history,languages, literature, maths, music, physicsTEACHERS AND STUDENTShead teacher, pupil, professor, undergraduate , graduate, postgraduate____EXERCISE 2 What subjects do you do at university ? Make a list of other subjectsyou would like to be taught.
The following adjectives may behelpful: contemporary, modern, classical, ancient, religious, racial,etc.EXERCISE 3'' Knowledge is a treasure but practice is the key to it", runs aproverb, and " a man is but what he knoweth" wrote FrancisBacon, what is knowledge to you ? Express your opinion onthis matter, when doing so you may, probably, refer to thefollowing proverb:He who knows not and knows not that he knows not is a fool - avoid him! Hewho knows and knows not that he knows is asleep - awake him! He who knowsnot and knows that he knows not wants beating - beat him! But he who knowsand knows that he knows is a wise man - know him!TEXT 1Career EducationThe amazing growth of career education in the past several years has been one ofthe significant developments of American education in the 1970s.In 1971, the then U.S.
Commissioner of Education Sidney Marland gave careereducation a new impetus. Since then, federal funds for career training and counsellinghave increased 750 percent from $9 million in 1971 to nearly $70 million in 1977.26Moreover, state and local funds have been generated by this federal investment.*Foundations and corporations also have supported career education. So have a widerange of national organizations, from the Chamber of Commerce and the AFL-CIO to theNational Council of Churches and the Girl Scouts.High schools and colleges throughout the land have added more "practical"courses totheir curriculum.
Some small colleges have switched almost entirely from liberaleducation to career programs. Students, astonishingly alert to new educational fashions andnew sources of financial support, are flocking to vocational, career, and professionalcourses.The pressure is so strong that more professors each year are relabeling their courses sothat they seem directly related to paid employment.At this point, I want to urge that we keep career education in perspective. At present,the growth of career education is so explosive thai liberal arts education in America isdying - or is_at least seriously, weakend in 1970, according to A. W.
Astin's studies ofcollege freshmen, 12.7 percent of all freshmen were arts and humanities majors. By1975, only 8.3 percent were. The number of English majors has dropped from 3percent in 1970 to less than 1 percent today.There are many reasons for the recent spread of career education. Some are real,some merely perceived.• More and more people consider the content of college courses to be removedfrom and irrelevant to the world of work• People think that what career education there is, is misdirected - that collegestrain too many teachers, say, and too few electronic technicians.• Unemployment of young people has risen, partly because, the arguments run,young people are• Too many professors appear disdainful, if not hostile, toward business andindustry.• A few scholars publicize the idea that students are being overeducated - preparedthrough humane learning and science to be leaders rather than technicians and serviceworkers.' Hard times - slower economic growth, inflation, and high taxes-are ahead for theUnited States.
People have to get back to basics, to do-it- yourself, to the ethic of hardwork.The swift rise of career education has other reasons, too. It started near the end ofthe Vietnam War, when some thought that college students had simplistically rejectedreality, work, and achievement and were filled with fancy ideas fertilised by too muchleisure, too much money, and too much permissiveness.Further, the costs of higher education are rising, and the share borne by students andtheir families is increasing. So the demand increases for courses that are helpful ingetting jobs. Students and their parents ask, why should we use our hard-earned dollars topay for general education "frills"? Every course taken and paid for, it seems, should payoff directly helping the student get a job.The most fundamental reason of all, however, may be the movement of masses~offormerly excluded young people - children of blue-collar workers, minorities, women.
andthe less academically gifted - into our colleges. Proponents of career education argue,"Surely most of them can't be trained for traditional careers in law, medicine, theology,university teaching, engineering, business, and the government bureaucracy.3027Surely, they need to be trained for new kinds of careers." The emphasis on vocationaland career education almost implies a two-track college, approach.(from Career Education at the College Level, by Clifton R..Wharton)EXERCISE 4Make up a plan in the form of statements.EXERCISE 5 Develop your plan into a summary.EXERCISE 6 Discuss the problem of education for career in this country.
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