VII. Дайте русские эквиваленты следующим английским словам и выражениям.

Give English equivalents of the following Russian words and word combinations:

быть основанным; эвакуировать; обеспечивать; исследовательский институт; преподавательский состав; научный потенциал; Академия наук; специализация; общежитие; выдающаяся личность; соответствующая область (науки); кафедра; курс обучения; учебный год; зачет; итоговый экзамен; получать степень бакалавра; степень магистра; диплом о высшем образовании; выпускник.

VIII. Соотнесите части предложений в правой и левой частях таблицы. Match the parts of the sentences:

1. Rostov State University is the largest center of	a) in establishing Rostov Innovation and Technology centre.
2. Warsaw University was evacuated to Rostov in	b) outstanding figures in their respective fields.
3. The university students are trained	c) preliminary tests and semester exams.
4. The university also heads the program	d) Bachelor’s and Master’s Degrees.
5. Many of the university graduates have become	e) 1915 (during World War I)
6. There are currently about 10000 students	f) scheduled in the time-table.
7. At the end of each semester the students take	g) education, science and culture in the south of Russia.
8. The students attend classes	h) at Rostov State University.
9. After graduating from the university the graduates receive	i) in 26 specializations.

IX. Дополните предложения. Fill in the gaps with the words and word combinations from the text:

1. The official opening of the Imperial University … … in Rostov in November 1915.

2. At present Rostov State University is an … and … unit.

3. There are currently 1225 … at the university.

4. Rostov State University is known for its scholars … to research in various sciences.

5. Their successes are especially … in various fields.

6. The university has 6 … and 8 ….

7. 46 university departments … … by a professor or a Doctor of Science.

8. The students have to … their graduation paper at the end of the course of studies.

9. The Imperial University of Warsaw was evacuated to …

10. In 1915 the academic year began in …

11. The teaching staff of Rostov State University has …

12. The university students are trained in …

13. Many of the university graduates have become …

14. The course of studies at the university is split into …

15. The academic year is divided into …

16. After graduating from the university, the graduates …

17. The university curriculum includes …

ВАРИАНТ 2

I. Перепишите следующие предложения; подчеркните в каждом из них глагол-сказуемое и определите его видовременную форму и залог. Переведите предложения на русский язык. В разделе (б) обратите внимание на перевод пассивных конструкций.

а) 1. Mr. Brown gave a lecture yesterday.

2. The parents have promised the child a nice present

б) 1. Morning papers are sold every day.

2. We were woken up by the noise in the street this morning.

II. Перепишите следующие предложения; подчеркните Participle I и Participle II и установите функции каждого из них, т.е. укажите, является ли оно определением, обстоятельством или частью глагола-сказуемого. Переведите предложения на русский язык.

1. Having read the book I returned it to the library.

2. This book discussed at the lessons yesterday deals with the problem of war.

3. Smiling happily he held out his hand.

4. While running, the sportsman tried to breathe regularly.

III. Перепишите следующие предложения; подчеркните в каждом из них модальный глагол или его эквивалент, переведите предложения на русский язык.

1. You should not have bought the book.

2. She can’t come tomorrow because they will be working the whole day.

3. Your hair is getting rather thin, sir, may I advise to change your parting?

4. We were to wait for them at the door.

IV. Прочтите и устно переведите с 1-го по 3-й абзацы текста. Перепишите и письменно переведите 2-й и 3-й абзацы.

The Town That Kids Built

Read this American Text about an unusual sort of school programme.

"My children really understand solar power and geothermal energy," says a second-grade teacher in Saugus, California "Some of them are building solar collectors and turbines for their energy course. "These young scientists are part of City Building Educational Program, a unique curriculum from kindergarten through twelfth grade that uses the process of city planning to teach basic reading, writing, and math skills, and more.

The children don't just plan any city. They map and analyze the housing, energy, and transportation requirements of their own community and project its needs in 100 years. With the help of an architect consultant who visits the classroom once a week, they invent new ways to meet these needs and build Styrofoam models of their creations. "Designing buildings of the future gives children a lot of freedom," says Doreen Nelson, the teacher who developed this program. "They are able to use their own space-age fantasies and inventions without fear of criticism, because there are no wrong answers in a future context. In fact, as the class enters the final model-building phase of the program, an elected "major" and "planning commission" makes all the design decisions for the model city, and the teacher steps back and becomes an adviser."

CBEP is a series of activities, games, and simulations that teach the basic steps necessary for problem-solving: observing, analyzing, creating possible solutions, and evaluating them based on the children's own criteria. Here are some highlights of the program.

The children draw free-form maps of their town and analyze what's "good" and "bad" about it ("The freeway is good because it helps you get places fast, and bad because it produces noise and pollution") to decide what they want in their future city.

To understand the way the towns are organized so that people can deal with the natural environment, the children create an imaginary landscape out of Styrofoam with mountains, rivers, meadows, and forests; they then pretend they're in primitive times. Shelters are constructed. One child, using a hair-dryer, pretends to be the wind; another simulates rain with a water pistol. Those shelters that are too close to the river are washed away in a flood. Afterward, the children discuss their mistakes. In a second version, they may organize into tribes for survival and division of labor. With each simulation they get better at surviving.

In another preliminary exercise for redesigning their town, the children analyze their classroom environment by using a scale model of the room with miniature desks and chairs. Each child presents her or his plan to a small group. Then the most successful plan is chosen and set up in the classroom. This helps the children think of their class as a community, and gives them some control over what is happening in the classroom. It also teaches them the way people can be organized to create and implement a plan that improves the environment. The children also work with the classroom as if it were a city - with aisles as highways, desks as hours, bookcases as the library/cultural center.

A group develops a plan for subdividing the site of their future city into land parcels, using hills, streams, and other features as natural boundaries. Areas are marked off for housing, industry, and open space, and the parcels are distributed to all the students. Then the children try out different forms of government - monarchy, dictatorship, democracy - in order to choose one for the. Planning phase of the city, they elect a ruler who appoints a planning commission to make the final design decisions for each building in the future city.

Пояснения к тексту:

Second grade: The second year of elementary school in the United

States: Children in the second grade are about seven years old.

Curriculum: programme of studies.

Styrofoam: a light plastic material that can easily be cut

into different shapes.

V. Прочтите текст и вопросы к нему. Ответьте письменно на следующие вопросы. Answer the following questions:

a) What do children learn about in order to build solar collectors and turbines?

b) The children have a lot of freedom to design their community in the way they want, do not they?

c) What does СВЕР include?

d) What do the children try out in order to choose one for the planning phase of the city?

e) What kind of plan do the children participating in the programme make for meeting the needs of their own town or city?

f) What do the children do to see what is good and bad about each aspect of the community?

g) CBEP uses the process of city planning to teach both ordinary school subjects and the general skill of problem-solving, does not it?

VI. Согласитесь или не согласитесь со следующими утверждениями.Agree or disagree with the following statements:

1. An architect comes to the classroom to help the children to invent ways of solving problems.

2. The architect comes once a week.

3. The children have a lot of freedom

4. The children pretend they are in primitive times only once.

5. The children study their own city in its present state before planning a future city.

6. The City Building Program is only used with older children.

7. The teacher helps them to construct models of future buildings.

8. The children also work with the classroom as if it were a City Building Educational Program.

9. The less successful plan is chosen and set up in the classroom.