Exercise 12. I. Say what sort of business you would like to work in, what you are planning to do to be a success

II

Exercise 16.

I. Say what sort of business you would like to work in, what you are planning to do to be a success.

II. Answer John Noe's questions to decide if you have the qualities needed to become a high-achiever. (You needn't tell everyone about your conclusion, if you don't want to.)

Exercise 1. Learn the words and word combinations:

1. e-mail = electronic mail [ilek'tronik 'meil] электронная почта; сообщение, переданное по электронной почте

2. whether ['weðə] conj ли

3. to drop out of smth выбывать, выходить из чего-л.

to drop out of a game выбыть, выйти из игры

to drop out of a contest выбыть из соревнования

to drop out of school / college бросить школу / колледж

4. since ['sins] conj так как, поскольку

5. message ['mesidʒ] n сообщение; письмо

to send (sent) a message посылать сообщение

to deliver a message доставлять сообщение

to leave (left) a message просить (поручить) передать

6. poignant ['poignənt] а острый; колкий, едкий; живой (об интересе)

7. seek (sought) guidance ['si:k ('so:t) 'gaidəns] обращаться за руководством

to seek information / direction / advice обращаться засведениями / указанием / советом

8. steer toward / to ['stiə tə'wo:d] направлять к

9. heartfelt ['ha:tfelt] a искренний, (глубоко) прочувствованный

10. to take (took, taken) advantage of smth [əd'va:ntidʒ] воспользоваться чём-л.

11. high school ['hai 'sku:l] амер. средняя школа

12. the opportunity of a lifetime [ˌopə'tju:niti... 'laiftaim] = the chance of a lifetime [tʃa:ns] возможность, представляющаяся раз в жизни

13. reconsider ['rikən'sidə] v пересматривать, изменять (решение); подвергнуть повторному обсуждению или рассмотрению

14. claim [kleim] v утверждать

15. perceive [pə'si:v] v осознавать, понимать; ощущать, чувствовать

16. care about [kεə] и заботиться

17. to be aware of [ə'wεə] сознавать, отдавать себе отчет; знать

18. let alone [ə'loun] не говоря уже о..., не учитывая даже...

19. bright [brait] и смышленый, расторопный

20. threaten ['θretn] v грозить, угрожать

21. discourage [dis'k⋀ridə] v не поощрять, мешать, препятствовать

22. to look to smb for smth обращаться к кому-л. за чём-л.

23. exist [ig'zist] v существовать

existence [ig'zistəns] n существование

24. foster ['fostə] v способствовать, поощрять

25. try out ['trai 'aut] v тщательно исследовать, проверять

26. broad [brɔ:d] а широкий

27. although [ɔ:l'ðəu] conj хотя; несмотря на

28. wide-ranging ['waid 'reindʒiŋ] a широкий; широкодиапазонный

29. sign up ['sain '⋀р] v записываться

30. to get (got) an A in a subject получать отличную отметку по предмету

31. hole [houl] n дыра; нора

to lose (lost) oneself in the hole of smth = to hole up somewhere = to be holed up = hide (hid, hidden) oneself somewhere ['haid ('hid, 'hidn)... 's⋀mwεə] = shut (shut) oneself somewhere [ʃ⋀t (ʃ⋀t)] разг. спрятаться, укрыться где-л. от всех

32. grade [greid] n класс; оценка

33. sink, sank, sunk [siŋk, sæŋk, s⋀ŋk] v понижаться

34. first-hand ['fə:st 'hænd] a непосредственный, из первых рук; adv непосредственно, из первых рук

35. breadth [bredθ] n ширина; широта (взглядов)

36. trap [træp] n ловушка, западня; v ставить капканы, ловушки

to trap oneself = to be trapped [træpt] попасться в ловушку

37. identity [ ai'dentiti] тождественность, идентичность, тождество

narrow identify ['nærou] узкая область

38. self-definition ['self ˌdefi'niʃən] n самоопределение

39. unfortunate [⋀n'fɔ:tʃnit] a несчастный, несчастливый; неудачный, неуместный

40. at the sacrifice of ['sækrifais] в ущерб

41. the next man амер. кто угодно, любой

42. to do calculus ['kælkjuləs] делать вычисления

43. Robinson Crusoe ['robinsn 'kru:sou] Робинзон Крузо

44. fall (fell, fallen) into [fo:l, fel, 'fo:lən] v впадать

45. obsessive [əb'sesiv] а навязчивый, всепоглощающий (об идее)

46. pattern ['pætən] n образец; шаблон; форма; модель

47. appropriate [ə'proupriit] a свойственный, присущий, подходящий

48. to get (got) expertise [ˌekspə:'ti:z] получать специальные знания

49. dead-end ['ded 'end] тупик, безвыходное положение

50. correlation [ˌkori'leiʃən] n соотношение, корреляция

51. worry about ['w⋀ri] v беспокоиться, волноваться

52. attitude ['ætitju:d] n отношение

53. huge [hu:dʒ] a огромный, громадный

54. standpoint ['stæn(d)point] n точка зрения

55. specialty ['speʃ(ə)lti] = speciality n специальность

Exercise 2. Read and translate the words having the same roots and define what parts of speech they are.

Educate, educated, well-educated, education; count, account, accountant; advice, advise, advisable; heart, heartfelt; success, successful, successfully; threat, threaten, threatening; certain, certainly; exist, existing, existence; automatic, automatically, automation; able, ability; breadth, broad, broadly; vary, variety, various; jeopardize, jeopardy; decide, decision; impress, impression; calculus, calculate, calculator, calculation; computation, compute, computer; define, definition, self-definition; expert, expertise; dead, dead-end; extend, extended, extension.

Exercise 3. Read and translate the following expressions and words having similar roots in the Russian language.

To start a company; the computer industry, to finish college; a programmer; a college diploma; to inform, information; to test automatically; ideas; to focus; academic interests; periods; a computer class; to design, a designer; projects; group dynamics; a sort; a discipline, comfortable, identity; cooperatively; logically reason, reasonably; motivated students; specialization, specialized specialty; economic problems; expertise; investment; an academic start; a perfect correlation.

Exercise 4. Read and translate the adjectives with the suffix -able [əbl] Say what words they derive from. The suffix -able is added to nouns to torn adjectives describing nouns that have a particular quality. This suffix is also added to verbs to form adjectives having a passive meaning.

a) E.g. value - valuable

ценность - ценный

Comfortable, charitable, valuable, miserable, favourable reasonable.

b) E.g. understand - understandable понимать - понятный

Readable, replacable, understandable, movable, portable eatable, recognizable, non-punishable, unbelievable, countable, uncountable, suitable, reliable.

Exercise 5. Rum adverbs from adjectives using the suffix -ly Translate the pairs into Russian.

E.g. cooperative - cooperatively

совместный - совместно

True, simple, high, bright, certain, successful, actual, automatical, broad, deep, grateful, different, probable, comfortable, unfortunate, cooperative, logical, complete, unlike, reasonable, appropriate, pure, strong, perfect

Exercise 6. Rend and translate the following nouns having the suffix - th.

Width, length, breadth, strength, depth.

Exercise 7. Read and translate the words with the prefix micro- ['maikrou] denoting something small.

E.g. microprocessor ['maikrə'prousesə] микропроцессор Microclimate, microcomputer, microcopy; microfilm, microelectronics, micrometer [mai'kr omitэ], micro-organism, microphone; microgram, microscope, Microsoft, microstructure, microwave.

Exercise 8. Read and translate the words with the prefix re - [ri:] referring to a) the repeating of an action or process; b) a process opposite to one that has already taken place.

E.g. a) re-election повторные выборы, переизбрание

b) reconsider изменять решение, пересматривать

А. То reuse, to retell; to re-read; to rewrite; to re-elect, re-election.

B. To remove; to reconsider; to renew, renewal; to rename; to review; to remake.

Exercise 9. Read and translate the words with the negative prefix dis-. Say what words they derive from.

Е.g. to discourage (не поощрять) - to encourage (поощрять)

Disability, disable; disadvantage, disadvantageous; disagree, disagreement; disappear, disappearance; disapprove, disapprovement; disarm, disarmament; disclose; disclosure; discomfort; discover, discovery.

Exercise. 10. Read and translate the following word combinations. Use them in sentences of your own.

To send e-mail, messages; poignant messages; to ask for advice about education; to seek guidance; to steer the child toward success; to get education; to take advantage of school and college; high school; to drop out of school; high school dropouts; to face the opportunity of a lifetime; to face the chance of a lifetime; to reconsider a decision; a six-grade teacher; to be a success; to be aware of something; success stones; let alone; a bright part-time programmer; to work full-time; to discourage dropping out; to look to somebody for a job; to hand a book; to foster learning; to test your ability; to try out ideas; to be focused on writing software; to have wide-ranging academic interests; to be grateful; to attend classes; to lose oneself in the hole of the computer; to make a mistake; to offer a chance; to learn broadly; to teach first-hand; to take a deep interest in computers; to jeopardize breadth; to trap oneself; to be trapped; narrow identity; to be good at accounting; at the sacrifice of learning; to learn cooperatively; the next man; to do calculus; to think logically; to fall into obsessive pattern; to get good grades; sinking grades; to be completely different; to get real expertise; to lead to success; lo be a dead-end; graduate school; extended college education; from purely economic standpoint; to choose a specialty; to worry about education; attitudes in high school; a huge range of subjects.

Exercise 11. Find synonyms in List A and В, С and D.

Е.g. to got - to receive - to obtain

А. To seek; to sink; to steer; to perceive; to graduate from, to jeopardize; to focus; to discourage; to drop out of high school; to reconsider; to get an A; to lose oneself in the hole of something; to foster; to get; to check.

B. To encourage; to receive; to feel; to revise; to concentrate; to quit secondary school; to test; to finish; to direct, to risk; to interfere; to get an excellent mark; to state; to obtain; to look for; to know; to hole up somewhere; to be holed up; to hide oneself somewhere; to shut oneself somewhere; to decrease.

E.g. different - various

C. Broad; first-hand; different, unfortunate; huge; reasonable; bright; appropriate; heartfelt; obsessive.

D. Unlucky; sensible; smart; wide; relevant; sincere; fixed; wide-ranging; various; direct; gigantic; suitable.

I. Revise the formation of object clauses.

II. Read and translate the following sentences from English into Russian. Pay attention to the object clauses.

1. The parent said (that) he wanted his son to get the best education he could give him.

2. The director was aware that all the employees were doing their best.

3. Some parents ask Bill Gates how they can steer their child toward success.

4. Many people wonder why Bill Gates dropped out of college.

5. The man is not sure if he will be able to find a good job.

6. Do you know that Bill Gates was at Harvard?

7. I asked the girl if she was good at accounting.

8. I doubt whether my son takes a deep interest in computers.

9. Jane replied that she hadn't chosen a specialty yet.

10. The employee claimed that the manager had made a mistake.

Exercise 13. Open the brackets. Use the proper verb forms to express future actions in objects clauses and subordinate clauses of time and condition.

1. I'm sure if I (get) a college diploma, I will be able to get a well-paid job.

2. I wonder when my son (come) home from work.

3. When you (finish) typing the letter, the manager will sign it.

4. Mr. Brown wants to know if you (finish) your work by 4 o'clock.

5. Write to me if you (have) time.

6. If you (work) hard, your efforts will be rewarded.

7. The secretary knows when the delegation (come).

8. Phone me when you (come) home.

9. The visitor asked if the director (receive) him.

10. We shall stay in a hotel when we (come) to Moscow.

Key: 1) get; 2) will come; 3) finish; 4) will have finished; 5) have; 6) work; 7) will come; 8) come; 9) would receive; 10) come.

Exercise 14. Scan the text given below and find the sentences having subordinate object clauses. Translate the sentences from English into Russian.

Exercise 15. Read and translate the following text.

The richest man in the world:

My Advice to Students: Education Counts

Bill Gates was born on the 28^th of October, 1955. He spent his childhood in Seattle. His father, William II. Gates II, was a Seattle attorney. His mother, Mary Gates, was a school teacher, University of Washington regent, and chairwoman of United Way International. In high school he wrote software. In 1973 he entered Harvard University. While at Harvard, he developed a version of the programming language BASIC for the first microcomputer. In 1975 Bill Gates started the Microsoft Company. He had to drop out of Harvard to devote himself to the company. Bill Gates created a unique company which has changed the computer industry. Now he is the wealthiest man in the World.

Hundreds of students send Bill Gates each year asking for advice about education. They want to know what to study, or whether it's OK to drop out of college since that's what I did.

А smaller number of parents send messages, often poignant, seeking guidance for their son or daughter. "How can we steer our child toward success?" they ask.

The billionaire’s basic advice is simple and heartfelt: Get the best education you can. Take advantage of high school and college. Learn how to learn.

It's true that Bill Gates dropped out of college to start Microsoft, but he was at Harvard for three years before dropping out - and he'd love to have the time to go back. As the billionaire has said on his site, nobody should drop out of college unless they believe they face the opportunity of a lifetime. And even then they should reconsider.

Kathy Cridland, a sixth-grade teacher in Ohio, wrote Bill Gates, "Several of my students claim that you never finished high school. Since you are a success, my students perceive that as a reason not to care much about getting a good education".

Bill Gates answered that he had finished high school!

According to the billionaire, the computer industry has lots of people who didn't finish college, but he is not aware of any success stories that began with somebody dropping out of high school. He actually doesn’t know any high school dropouts, let alone any successful ones.

In his company's early years they had a bright part-time programmer who threatened to drop out of high school to work full-time. They told him no.

Quite a few our people didn't finish college, but they discourage dropping out. Having a diploma certainly helps somebody who is looking to us for a job.

Bill Gates says that college isn't the only place where information exists. You can learn in a library. But somebody handing you a book doesn't automatically foster learning. You want to learn with other people, ask questions, try out ideas and have a way to test your ability. It usually takes more than just a book.

The billionaire thinks that education should be broad, although it's fine to have deep interests, too.

In high school there were periods when he was highly focused on writing software, but for most of my high school years he had wide-ranging academic interests. His parents encouraged this, and he is grateful that they did.

Although Bill Gates attended a lot of different kinds of classes in college, he signed up for only one computer class the whole time. He read about all kinds of things.

One parent wrote him that her 15-year-old son "lost himself in the hole of the computer". He got an A in Web site design, but other grades were sinking, she said.

The billionaire says that this boy is making a mistake. High school and college offer you the best chance to learn broadly - math, history, various sciences - and to do projects with other kids that teach you first-hand about group dynamics. It's fine to take a deep interest in computers, dance, language or any other discipline, but not if it jeopardizes breadth.

Bill Gates think kids sometimes trap themselves into a narrow identity. He wonders if they've just decided, "OK, I'm the person who's good at accounting".

A friend asks, "Hey, what have you been reading?" "Well, I'm reading about accounting".

It's just their sort of self-definition, and it's probably comfortable for them. But it's unfortunate if it comes at the sacrifice of learning about the broader world, or learning to work cooperatively.

Bill Gates says that he is as impressed as the next person is when an 11-year-old can do calculus. He or she is learning to think logically. But a kid who is reading about Robinson Crusoe is thinking logically, too. It's not completely different.

If you fall into an obsessive pattern in high school, you've got two problems. One is that you're unlikely to change when you go to college. The other is that if don't get reasonably good grades, it's hard to go to a college that has the highly motivated, capable students who can really help you learn about the world.

In college it's appropriate to think about specialization. Getting real expertise in an area of interest can lead to success - unless the specialty ends up being a dead end or you're not good at it. Graduate school is one way to get specialized knowledge, although extended college education isn't always a good investment from a purely economic standpoint.

Choosing a specialty isn't something high school students should worry about. They should worry about getting a strong academic start. There's not a perfect correlation between attitudes in high school and success in later life, of course.

But it's a real mistake not to take the opportunity to learn a huge range of subjects, to learn to work with people in high school, and to get the grades that will help you get into a good college.

Exercise 16. Answer the following questions.

1. Why do people send messages to Bill Gates?

2. Did Bill Gates finish high school?

3. Why did Bill Gates drop out of college?

4. How long was he at Harvard?

5. What is Bill Gates' basic advice about education?

6. What kind of education should children get in high school, according to Bill Gates?

7. What was he interested in high school and in college?

8. When is it appropriate to think about specialization?

9. Did Bill Gates' education help him to become one of the richest men in the world?

Exercise 17. Comment on the following Bill Gates' ideas:

1. Education counts.

2. Get the best education you can.

3. Take advantage of high school and college.

4. Learn how to learn.

5. Education should be broad, although it's fine to have deep interests too.

6. There's not a perfect correlation between attitudes in high school and success in later life.

Exercise 18. Act out the dialogues.

1. - When did you leave secondary school?

-In 2007.

- Did you do well at school?

- Yes, I did. I got excellent marks in all subjects. I finished school with honours.

- What were your favourite subjects?

- English and mathematics.

2. - Why have you made up your mind to go to college?

- I want to get a good education. Having a diploma helps people to get a well-paid job.

- Why have you chosen this college?

- I've heard of it from my parents. The standard of teaching here is very high. Besides, I don't want to leave my home town.

3. - What do you do?

- I'm a student.

- What are you studying?

- English and Business.

4. - When did you enter the institute?

- Two years ago. I'm a third-year student now.

- What's your specialization?

- I do German and Business Studies.

5. - Are you good at accounting?

- Yes, I am. It's my specialty. What is your field?

- Marketing.

6. - What are your academic interests?

-I like maths, physics, chemistry. I also take a deep interest in computers.

7. - How do you feel about sport?

-I don't mind aerobics. I also play tennis. I'm not very keen on jogging.

8. - What sort of music do you like? - Hard rock.

- What music are you not keen on?

- Disco.

Exercise 19. Work in pairs.

1. Ask your partner about his / her educational background (what high school he / she finished, when and where he / she studied, how well he / she did at school, if he / she finished school with honours, what his / her favourite subjects were.

2. Ask you partner what institute he / she studies at, what year he / she is in, what faculty he / she studies in, what his / her speciality is, why he / she has chosen it, what his / her academic interests are, what subjects he / she is good at.

3. Ask your partner if he / she is interested in liberal arts, foreign languages, sport, music; if his / her interests help or interfere with his / her studies.

Exercise 20. Answer the following questions. You can use the word combinations given below or give your own ideas.

1. What are the advantages of getting higher education? (to get a prestigious job; to get a well-paid job; to know much; to be considered a well-educated person; to get real expertise in an area of interest)

2. What knowledge and skills do people acquire in college? (to get specialized knowledge, to learn a wide range of subjects; to learn to work with other people, to learn about group dynamics; to learn to work cooperatively; to get practical training).

3. Why is it important to get broad education? (to develop abilities; to have an opportunity to choose; to have an opportunity to try out one's ideas; to have a broad world outlook; to have a wide range of interests)

Exercise 21. Tell the group what sort of education you would like to get, what you do to get a good education.

Exercise 22. Role-play.

1. Roles: an undergraduate student, a school-student

Your cousin wants to drop out of college. The boy wants to be a salesman or a businessman. But he doesn't care much about getting a good education. Try to explain to him that it's important to finish college.

2. Roles: two friends

Your friend doubts if it's better to enter a higher educational institution or begin to work. Advise him to go to college. Try to convince him that education really counts.

Appendiх 1. CLASSROOM LANGUAGE

Discuss these points: …

Let’s discuss…

Who would like to tell us about…?

We will now debate the topic…

Discuss the problem in pairs.

Practice in pairs.

Work in pairs.

Change roles.

Can you say that again, please?

Could you repeat that again, please?

Can you speak more slowly, please?

Who is your partner?

Who’s next? Whose turn is it?

It’s your turn.

Choose team members/a chairperson/a partner.

You’re the group leader.

Prove your points of view, please.

Give reasons for your opinion.

Prove it.

Refute it.

Give an example, please.

Give a list of …/Make a list of…

Prepare an argument to support your idea.

Describe…

Analyse…

Your time is up.

Make up a short dialogue using the active vocabulary.

Make up some questions and answers.

Roleplay the conversation between…

Act out the conversation between…

Appendix 2. DISCUSSION LANGUAGE

2.1. GIVING OPINIONS

I’d like to tell you about…

In my opinion,…

To my mind,…

In my view,…

If you want my opinion…

My point is that…

I know for sure that…

First of all,…

On the one hand…, on the other hand…

Firstly / secondly …

The problem is important / urgent / vital…

Some people think…, while others…

To tell you the truth…

In a sense,…

2.2. ASKING FOR OPINION

What do you think about…?

What would you say (in this situation)?

How does this make you feel?

How do you feel about this?

What does anyone else think about the problem?

What about you?

How about…?

What should we do?

What should be done about this?

2.3. OTHER QUESTIONS

What do you suggest?

Are you sure of it?

What do you mean?

Do you see my point?

Can you prove it?

Are you interested in…?

What is the difference between…?

What are the advantages and disadvantages of …?

What are the pros and cons?

Can you list…?

2.4. AGREEMENT

I agree with you.

I totally agree with you.

You may be right here. But…

I think you are (absolutely) right.

That’s right.

That’s correct.

That’s true.

I agree with you to a point.

Certainly.

Definitely.

2.5. DISAGREEMENT

I disagree with you.

I don’t agree with you.

I don’t think you are right here.

I don’t think that’s right.

That’s wrong.

That’s not true.

I really can’t accept that.

Well, I don’t see it that way.

That’s out of the question.

You haven’t convinced me of it.

On the contrary.

You must be joking! (not so polite)

You can’t be serious!(not so polite)

Rubbish! (impolite)

2.6. SUMMARIZING

In general,…

Generally speaking,…

In short,…

In brief,…

On the whole…

To summarize…

2.7. CONCLUSION

To sum up…

Therefore…

In conclusion…

To conclude…

2.8. OTHER PHRASES AND EXPRESSIONS

A special mention should be made of…

One should mention…

It be noted…

As far as I know…

It is common knowledge that…

As is known…

It is interesting to know that…

I wonder if…

As for …, …

As for … is concerned, …

As far as I know…

According to …

In fact …

Actually…

Appendix 3. WRITING LANGUAGE

3.1. ANNOTATION LANGUAGE

The title of the article / text is…

The article is titled…

The author of the article is…

The article was written by…

The book was published in 2000.

The article is about…

The subject of the article is…

The text deals with…

The text is devoted/dedicated to…

The article touches upon the problems of…

The main problems are…

The article is of interest to…

The article is intended for…

3.2. SUMMARY LANGUAGE

The structure of the article is as follows.

The article consists of four parts.

The text comprises four parts.

The first part describes…

The second part reviews…

The third part shows that…

The fourth part summarizes the results of…

The article presents a new approach to…

In this article, the author outlines…

The author analyses…

The analysis is based on…

The author comments on…

The writer suggests/proposes…

The article concludes with an analysis of…

In closing,…

The conclusion of the article reveals that…

Bibliography

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[1] А́льма-ма́тер (лат. alma mater «кормящая мать») - старинное студенческое название университета

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