Англ. мова для міжнародних відносин / Турчин Д. Б. by Nova Knyha

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D M Y T R O

English

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International Relations

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THIRD EDITION

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE RECOMMENDS THIS TEXTBOOK FOR STUDENTS

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OF HIGHER EDUCATIONAL ESTABLISHMENTS

Vinnytsia NOVA KNYHA 2018

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ТРЕТЄ ВИДАННЯ І

Д О П О В Н Е Н Е

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П Е Р Е Р О Б Л Е Н Е

Р Е К О М Е Н Д О В А Н О М І Н І С Т Е Р С Т В О М О С В І Т И І Н А У К И У К РА Ї Н И Я К Н А ВЧ А Л Ь Н И Й П О С І Б Н И К Д Л Я С Т УД Е НТ І В

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ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

Вінниця Н О В А К Н И ГА 2018

УДК 811.111(075.8) ББК 81.432.1-923 Т89

Рекомендовано Міністерством освіти і науки України як навчальний посібник для студентів вищих навчальних закладів. Лист № 1.4/18 – Г – 94 від 22.05.06

Турчин Д. Б. Англійська мова для міжнародних відносин = English for International Relations : навч. посіб. для студентів вищ. навч. заклад. / Дмитро Турчин. – 3-е вид., перероб. і доп. – Вінниця : Нова Книга, 2018. – 256 с. : іл. ISBN 978-966-382-666-0

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Т89

Рецензенти: Н. В. Батрин – канд. філол. наук, доцент (Тернопільський державний економічний університет); Л. М. Бойко – канд. філол. наук, доцент (Херсонський національний університет імені адм. Макарова); В. В. Задорожний – канд. філол. наук, доцент (Національний університет “Львівська політехніка”).

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Навчальний посібник базується на комплексному підході до вивчення англійської мови з урахуванням останніх досягнень та вимог методики викладання англійської мови у вищих навчальних закладах. Мета посібника – забезпечити розвиток і вдосконалення вмінь і навичок усного та писемного мовлення, читання, слухання та перекладу в суспільнополітичній сфері та сфері міжнародних відносин. Для студентів вищих навчальних закладів, що спеціалізуються в галузі міжнародних відносин, а також для всіх тих, хто прагне вдосконалити власні навички комунікації та перекладу з міжнародної та суспільно-політичної тематики. УДК 811.111(075.8) ББК 81.432.1-923

Навчальне видання

Турчин Дмитро Богданович

Англійська мова для міжнародних відносин

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Навчальний посібник Редактор С. І. Мазур Дизайн: Д. Г. Мацяка

Підписано до друку 12.09.2017. Формат 84×108/16. Папір офсетний. Гарнітура Таймс. Друк офсетний.Ум. друк. арк. 26,88. Тираж 2000 пр. Зам. № 933.

ISBN 978-966-382-666-0

ПП “Нова Книга” 21029, м. Вінниця, вул. Квятека, 20 Свідоцтво про внесення до державного реєстру видавців, виготівників і розповсюджувачів видавничої продукції ДК № 2646 від 11.10.2006 р. Тел. (0432) 52-34-80, 52-34-82 Факс 52-34-81 E-mail: info@novaknyha.com.ua www.novaknyha.com.ua

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UNIT

Contents

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UNIT

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Higher Education, International Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Colleges and Universities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Courses of Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technologies in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Extracurricular Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Problems of Student Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Higher Education in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PERSONAL AND PROFESSIONAL SUCCESS

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Some Succeed, Others Fail…Why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Road to Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gain Ultimate Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Personal and Professional Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unemployment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Consider Life’s Challenges as Hidden Blessings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Living Powerfully . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Real Road to Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

UNIT

C U LT U R E A N D S O C I E T Y

10 14 15 16 17 17 18

22 25 25 26 27 29 29 30

Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cultural Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ideological Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

34 38 38 39 40 41

UNIT

E N V I R O N M E N TA L I S S U E S

UNIT

SCIENCE AND TECHNOLOGY

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Science and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology: 20th Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Genetic Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nuclear Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nanotechnology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Space Exploration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assessing Technology and Its Effects on Society . . . . . . . . . . . . . . . . . . . . . . . . . . . .

UNIT

46 49 50 51 52 53

Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Environmental Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Global Warming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Cooperation on Global Warming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Disaster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Environmental Disasters Take Tolls but Raise Awareness. . . . . . . . . . . . . . . . . . . . .

PUBLIC SPEAKING AS A VITAL MEANS OF COMMUNICATION

57 60 60 62 63 63 65 65 66

DEMOCRACY

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UNIT

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The Power of Public Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Public Speaking and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Communication is a Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 How to Be an Effective Communicator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Public Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Human Rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Freedom of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Mass Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suffrage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Election. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

UNIT

P U B L I C R E L AT I O N S

80 83 84 85 86 87

Public Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Advertising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shaping of Public Opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Merchandising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marketing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

92 96 97 97 98 99

UNIT

103

L AW A N D C R I M E

UNIT

104 107 108 109 109 110

Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Crime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Categories of International Crime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organized Crime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Effectiveness of Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Morality and Crime.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

113

WA R FA R E A N D P E A C E

113 116 118 118 120 121

UNIT

И ГА

Warfare. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Weapon of Mass Destruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Terrorism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arms Control. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pacifism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Collective Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GLOBAL SOCIETY

125

UNIT

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Globalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Debate over Globalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Economic Integration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foreign Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Travel and Tourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Human Migration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foreign Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Investment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I N T E R N AT I O N A L R E L AT I O N S

139

International Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 International Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 United Nations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 European Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 NATO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 International Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

О ВА

125 129 130 131 132 133 134 135

UNIT

DIPLOMACY

151

The Functions of Diplomacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diplomatic Personnel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diplomatic Missions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Credentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Ambassador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Negotiation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diplomatic Agreements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rights and Privileges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

152 154 155 156 157 157 158 159

UNIT

162

I N T E R N AT I O N A L L A W

163 166 167 167 169 169 170 171

International Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sources of International Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Matters of International Concern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Law and National Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Meaning of National Jurisdiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Institute of International Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enforcement of International Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Law and Its Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

174

A P P E N D I X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Communication Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 News Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

179

U K R A I N I A N-E N G L I S H VO C A B U L A RY O F S O C I O P O L I T I C A L T E R M S . . . . . . . .

186

A U D I O S C R I P T S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

249

И ГА

T R A N S L AT I O N P R A C T I C E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

КН

Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How to Achieve Success in Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Population Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication, Business, and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Publicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Computer Crime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rules of War. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nation and Nationalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foreign Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Protocol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The International Court of Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

О ВА

B I B L I O G R A P H Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

249 249 250 250 251 251 252 252 253 253 254 255 255

256

Preface

родників запропоновано виконати проект з використанням Інтернет-інформації (даються посилання на відповідні вебсторінки). Широкий тематичний спектр уроків охоплює велике коло тем (14 основних тем та понад 100 підтем), пов’язаних з актуальними проблемами сучасності, політичними подіями та процесами, міжнародними відносинами України та інших країн. Матеріали для уроків відбиралися з авторитетних енциклопедій, таких як “Britannica”, “Encarta”, “World Book Encyclopedia”, найновіших статей з міжнародних відносин та права, найсвіжіших повідомлень вітчизняних і закордонних засобів масової інформації, а також низки визнаних підручників, довідників та словників. Розділ Appendix (Додаток) містить матеріали, які покликані допомогти студентам аргументовано висловлюватися на різні теми та презентувати новини. Посібник також містить розділ Audio Scripts (Тексти звукозаписів) для розвитку сприйняття на слух. Розділ Answer Key (Відповіді) створює сприятливі умови для ефективного засвоєння змісту посібника в аудиторії та надійного самоконтролю під час самостійної роботи. В розділі Bibliography (Список літератури) подається література, яка слугувала фактологічною та теоретичною основою створення посібника. Посібник пройшов апробацію на кафедрі іноземних мов факультету міжнародних відносин Львівського національного університету імені Івана Франка з урахуванням побажань та зауважень колег і студентів. Посібник призначений для студентів вищих навчальних закладів – майбутніх дипломатів, фахівців з міжнародних відносин, міжнародного права, політологів, країнознавців. Може зацікавити викладачів та студентів факультетів іноземних мов, а також буде корисним всім, хто прагне розвинути навички комунікації і перекладу з міжнародної та суспільно-політичної тематики. До посібника додається CD з аудіозаписом вправ для аудіювання у виконанні носія мови.

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Сучасний розвиток міжнародних відносин потребує особливого підходу до мовної підготовки майбутніх фахівців-міжнародників, які повинні ґрунтовно володіти фаховою іноземною мовою, що спонукало до створення цього посібника. Навчальний посібник “English for International Relations” базується на комплексному підході до вивчення англійської мови з урахуванням останніх досягнень та вимог методики викладання англійської мови у вищих навчальних закладах України та за кордоном. Зміст і структура посібника зумовлюються професійною орієнтацією студентів-міжнародників та відповідають програмі з англійської мови. Посібник призначений для проведення занять з англійської мови зі студентами I–IV курсів факультетів міжнародних відносин. Мета посібника – розвинути і вдосконалити вміння і навички усного та писемного мовлення, читання, слухання та перекладу в суспільно-політичній сфері та сфері міжнародних відносин. Посібник покликаний розширити словниковий запас загальної та фахової лексики, навчити студентів аргументовано висловлюватися на загальні та суспільно-політичні теми, вести бесіду, дискусію, виступати з промовою. Навчальний посібник побудований на достовірному автентичному матеріалі і складається з 14 уроків, додатку, практики перекладу, українсько-англійського глосарія суспільно-політичної лексики, текстів звукозаписів, відповідей та списку літератури. Кожний урок містить систему вправ, які забезпечують вироблення навичок фахової комунікації та перекладу, а також розвиток професійних знань, необхідних майбутньому фахівцю-міжнароднику. Вправи та завдання усіх уроків посібника розраховані на студентів з середнім та вищим рівнем мовної компетенції. Кожний урок включає такі види діяльності як говоріння, читання, аудіювання та письмо. Всі уроки мають уніфіковану структуру та складаються з п’яти частин: Lead-in, Reading and Speaking, Vocabulary Development and Practice, Listening, Speaking. Велика увага приділяється двосторонньому перекладу. У цьому студентам допоможе комплекс лексичних вправ та українсько-англійський глосарій суспільнополітичної лексики. Наприкінці кожного уроку для розширення фахового кругозору студентів-міжна-

Думки, побажання та зауваження щодо цієї книги можна надсилати автору на адресу dmytrotur@gmail.com Дмитро Турчин

Preface

HIGHER EDUCATION

Lead - in 1. Before you read, answer/discuss these questions. How would you define higher education? What functions do universities fulfill? How important is it to have higher education? What are the qualities of a good student? What qualities should a good university teacher have? • What is your major? Why did you choose it?

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• • • • •

Unit 1

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2. Look at the title of the text. What do you think the text will include?

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Reading & Speaking 1. Read and translate the text.

H i g h e r E d u c at i o n , I n t e r n at i o n a l I s s u e s

Higher education has developed in numerous ways since the end of World War II. Throughout the world, issues such as autonomy and accountability (1), the impact (2) of technology, the growing role of markets and the privatization of higher education, the role of research and teaching, various efforts toward curriculum (3) reform, and the massive expansion (4) that has characterized higher education systems in most countries have all played important roles in the development of higher education. Universities are international institutions, with common historical roots, and at the same time are embedded (5) in national cultures and circumstances (6) .

10 Unit 1

1. звітність/підзвітність 2. вплив 3. курс навчання/ навчальна програма 4. розширення 5. укорінений 6. умови

7. навчати/ здійснювати підготовку 8. сертифікат 9. дуже поширений 10. передумова 11. сертифікат/ диплом університету 12. високі посади 13. величезна сила/ влада 14. здобути доступ 15. важливі події/ звичаї 16. конкуренція 17. альма-матер 18. успішність 19. тут: давати можливість отримати 20. надавати фінансову допомогу 21. спільно відповідати 22. у теперішній час 23. довговічний 24. зберігати 25. розвиватися 26. служити потребам 27. величезний 28. зближення/схожість 29. зумовлювати 30. частково 31. відігравати вирішальну роль 32. інтернаціоналізація 33. освіта 34. упливати 35. різко змінюватися

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Not only do academic institutions provide training (7), they also test and provide certification (8) for many roles and occupations in contemporary society. These roles have been central to universities from their origins in the medieval period, but have been vastly expanded (9) in recent years. A university degree is a prerequisite (10) for an increasing number of occupations in most societies. Indeed, it is fair to say that academic certification (11) is necessary for most positions of power (12), authority, and prestige in modern societies. This places immense power (13) in the hands of universities. Tests to gain admission (14) to higher education are rites of passage (15) in many societies and are important determinants of future success. Competition (16) within academe (17) varies from country to country, but in most cases an emphasis is also placed on high academic performance (18) and tests in the universities. There are often further examinations to permit entry (19) into specific professions. In most countries, higher education is heavily subsidized (20) by the government, and most, if not all, academic institutions are in the public sector. While there is a growing trend toward private initiative and management sharing responsibility (21) for education with public institutions, governments will likely continue to be central to funding postsecondary education, although the private sector is currently (22) the major source of growth worldwide. The dramatic expansion of academic institutions in the postwar period has proved very expensive for governments and has led to a diversification of funding sources. The university in modern society is a durable (23) institution. It has maintained (24) key elements of the historical models from which it evolved (25) over many centuries, while at the same time it has successfully evolved to serve the needs (26) of societies during a period of tremendous (27) social change. There has been a convergence (28) of both ideas and institutional patterns and practices in higher education throughout the world. This has been due (29) in part (30) to the implantation of European-style universities in the developing areas during and after the colonial era, and in part to the fact universities have been crucial (31) in the development and internationalization (32) of science and scholarship (33) . Universities share a common culture and reality. In many basic ways there is an international convergence of institutional models and norms. At the same time, there are significant national differences that will continue to affect (34) the development of academic systems and institutions. It is unlikely that the basic structures of academic institutions will change dramatically (35); the traditional university will survive, although it will be changed by the forces discussed here.

2. Speak about the following points, according to the text: 1 . Issues playing an important role in the development of higher education. 2 . Roles of academic institutions. 3 . Important determinants of future success. 4 . Sources of financing higher education. 5 . International convergence of institutional patterns and practices in higher education.

Unit 1

Vocabulary Development & Practice

1. Match the words with their definitions. scholarship

to develop gradually

convergence

conditions that influence an event, situation, action, etc

immense

something that is necessary as a prior condition

to affect

to put sth firmly and deeply into sth else

prerequisite

very big in size or amount

circumstances

concurrence of ideas, models, patterns, etc

to evolve

financial aid given to a student; academic achievement

to embed

to influence, esp. in an adverse way

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2. Fill in the correct word from the list below, and then make sentences using the collocations.

passage, responsibility, expanded, academic, to permit, to serve, power, admission 1

to gain ................

immense ................

.............. certification

rites of ................

................ the needs

vastly ................

to share ................

................ entry

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3. Translate the following sentences into Ukrainian. Pay your attention to the words and word combinations in bold type.

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1. The protection of the environment is of crucial importance. 2. In all contemporary societies there are rites of passage that people undergo at various stages of their life. 3. The price reduction is due to competition among major oil producers. 4. Many respondents believe that nothing will change for the better until there are honest people in positions of power. 5. Many leading economists believe that one of the most apparent prerequisites for economic growth is the development and protection of domestic production. 6. Improper conduct and lies are deeply embedded in politics. 7. By world standards, China is very rich in natural resources and possesses immense economic power. 8. Most higher educational establishments are allowed to decide the details of their curriculum, with only some recommendations from the ministry of education. 9. Without a doubt, both parents

12 Unit 1

should share responsibility for raising their children. 10. International Atomic Energy Agency assists member nations, especially developing countries, by providing facilities and fellowships for training in nuclear science and technology. 11. The convergence of traditions, customs and beliefs facilitated the assimilation of religions during this historical period. 12. The research library is supported by the government and is specifically designed to serve the needs of law students. 13. The Internet has vastly expanded all over the world over the last 10 years and has become an integral part of our life. 14. A year later she managed to gain admission to Columbia University, where she received a master’s degree in journalism. 15. As part of an effort to achieve greater accountability of public expenditure, there has also been a full-scale investigation into the fund-raising activities of both parties.

4. Make sentences with the words/phrases in the list.

A • circumstances • immense • to change dramatically • to share responsibility • curriculum B • to subsidize • prerequisite • to serve the needs • to maintain • accountability • to be crucial C • to be due to • currently • to be embedded in • competition • to affect • to be vastly expanded

5. Translate the sentences into English using the active vocabulary. Pay attention to the words and word combinations in bold type. For unfamiliar words and expressions, consult Ukrainian-English Vocabulary of Sociopolitical Terms.

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1. Вища освіта є фундаментом людського розвитку та прогресу суспільства, а також служить потребам індивідуального розвитку, сприяє формуванню інтелектуального, духовного та виробничого потенціалу суспільства. 2. Вищі навчальні заклади здійснюють навчальний процес за навчальними програмами, які затверджуються Міністерством освіти і науки України. 3. Щороку викладачі кафедри іноземних мов проходять перепідготовку та підвищення кваліфікації як у провідних науково-дослідних установах України, так і у вищих навчальних закладах за кордоном. 4. Керівник та його заступник повинні спільно відповідати за те, що діється в компанії. 5. Факультет міжнародних відносин Львівського національного університету здійснює підготовку студентів для роботи у сфері міжнародних відносин та зовнішньої політики України. 6. Для підвищення рівня конкурентоспроможності та якості освітніх послуг було створено систему безперервної/довготривалої освіти. 7. Чинний закон передбачає, що держава повинна забезпечувати рівний доступ до вищої освіти. 8. Зустріч двох міністрів сприятиме створенню передумов для налагодження співпраці між двома країнами у галузі освіти. 9. Політологи вважають, що постійна політична нестабільність та чвари негативно впливають на міжнародний імідж країни. 10. У зв’язку з розширенням компанії голова правління запропонував взяти на роботу ще 30 службовців.

Unit 1 13

6. Match the definitions on the left with the words on the right. Look at the words in bold type in the article to see how they are used in context. Read and translate the article. Make a presentation based on the article. the place (usually a large one) in which somebody lives

to strive

the important moment of change, esp. one that improves something

insight

consisting of many different parts

to acquaint

the improvement of something by adding good things to it

enrichment

the person who has the same age, job, rank, etc as somebody else

diverse

to remove or get rid of something permanently

to require

to get, gain or learn something, esp. skills or knowledge

to learn information about something

happening outside the normal timetable, schedule, duties, etc

to acquire

to eliminate proper

something that unites people in a relationship

to need or demand something as necessary, esp. by a law/regulation

residence

to try very hard to achieve something

setting

the environment or conditions in which something takes place

bond

the ability to perceive clearly the nature of something or somebody

peer

suitable, correct; meeting some standards

extracurricular

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turning point

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Colleges and Universities

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Colleges and Universities, institutions of higher education that offer programs beyond the high school level. Colleges and universities provide necessary training for individuals wishing to enter professional careers. They also strive to develop students’ creativity, insight, and analytical skills. By acquainting students with complex ideas in an intellectually stimulating environment, colleges and universities can provide unique opportunities for personal enrichment while also preparing students for future careers. Such diverse professions as engineering, teaching, law, medicine, and information science all require a college education. Most require training in graduate or professional school as well. Increasingly, even less specialized jobs require some postsecondary education. The development of new technologies and the globalization of the world economy have

14 Unit 1

created high demand for workers with computer, communications, and other occupational skills that can be acquired at colleges or universities. For example, computers and other new technologies have eliminated many low-skilled jobs in a variety of fields, but these same technologies have created widespread job opportunities for those who have the proper training. In addition, employers increasingly seek out college graduates who have gained the critical thinking and problem-solving skills necessary to adapt to changing economic conditions. Students who live away from home during their college or university years typically experience a major turning point in their lives that has little to do with academics or professional training. For example, college offers many recent high school graduates their first opportunity to live on their own. Most first-year students welcome this

increased independence, although many also find that living away from home, family, and friends can introduce unexpected challenges. Campus residence halls provide common settings for

students to form new bonds with peers who share similar experiences. Other students form social networks by joining student organizations or by participating in extracurricular activities.

Excerpted from Gutek, Gerald L. “Colleges and Universities.” Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.

7. Find in the text English equivalents for the following words and collocations. Read and translate the text.

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1. програми навчання для отримання ступеня бакалавра (бакалавріат) 2. вимагати 3. закінчувати 4. цикл навчальних курсів 5. спеціалізація/ профільний предмет 6. значний 7. визначений заздалегідь 8. спланований/ створений 9. старшокурсники 10. заохочувати 11. непрофільний предмет 12. строгі вимоги 13. розширювати 14. міждисциплінарний 15. спеціалізуватися в 16. політологія 17. програми навчання для отримання ступеня магістра (магістратура) 18. проводити нове наукове дослідження 19. отриманні відомості 20. наукове есе 21. дисертація 22. професії

Courses of Study

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Most undergraduate degree programs require students to complete a concentration of courses, called a major, in a particular academic field such as history, biology, mathematics, business, or computer science. Majors require students to complete a significant, predetermined number of courses in that field. Typically, half the courses taken to complete a major are designed for upper-division (third – and fourth-year) students. Many colleges and universities encourage or require students to complete an academic minor as well as a major. A minor also requires a concentration of courses in a particular field, but with less stringent requirements. Some students broaden their course of study still further by pursuing two independent majors. Most colleges and universities also offer interdisciplinary majors or academic programs that allow students to take courses in a number of fields. For example, students who major in an international studies program may take courses in history, economics, political science, foreign language, and other fields. Graduate and professional degree programs typically require students to complete a set of

courses in a specialized academic field. Most graduate degree programs require students to conduct original research in that field and to communicate their findings in an examination or in a long academic essay known as a thesis, or in a book-length work called a dissertation. In professional degree programs, students acquire practical knowledge and skills for careers in such areas as business, law, and medicine.

Gutek, Gerald L. “Courses of Study” excerpted from “Colleges and Universities.” Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. Abridged.

Unit 1 15

8. Read the text and decide which word A, B, C, or D best fits each space. Write one letter in each gap. Read the text again and translate it. Highlight or write out all useful expressions and memorize them. Make a presentation based on the text.

power is more available and 9)____ than ever before. Digital 10)____ can deliver instruction or connect people thousands of miles away. More powerful and less expensive hardware, improved software, multimedia formats, as well as widespread 11)____ to the Internet and the WWW, have all contributed to a rapid increase in and use of technology for teaching and learning. However, as with the history of most other 12)____ and instructional technologies, increasing quantity and improved 13)____ does not necessarily indicate sustainability or quality of 14)____. In reviewing the history of numerous technologies in education, a recurrent theme clearly emerges – 15)____ impacts on the teaching and learning process were rarely realized. The great initial enthusiasm for a particular technology fades, as classroom trials and curriculum integration reveal challenges to widespread use and few lasting improvements in teaching and learning.

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Before the twentieth century, the three primary 1)____ of instruction were the teacher, the textbook, and the chalkboard. For most of the twentieth century, this 2)____ largely true, with print media the 3)____ technology in education. Books, paper, pens, and pencils were the fundamental 4)____ for accessing, communicating, and otherwise sharing information. While many would argue this is still true today, technology’s increasing 5)____ and impact on education cannot be doubted. Since the turn of the century, teachers have used a variety of audio and visual aids to 6)____ instruction, including film, radio, slides, recordings, and the overhead projector. During the last twenty-five years, educators and schools have made increasing use of new technologies including computers, communication networks, and 7)____ media. Computers and communications technologies are 8)____ many sectors of our society. Computing

Technologies in Education

1 2

A A

inclinations

3 4 5 6 7 8 9 10 11 12

A A A A A A A A A A

minor

A A A

pass

kept

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rates

13 14 15

16 Unit 1

authority

supplement ordinal

distorting

affordable spread

entrance media claim

designed

B B

sources

B B B B B B B B B B

predominant

B B B

permit

left

supplies influence attach numbered transmitting prohibitive transformation access procedures submission planned

C C

means

C C C C C C C C C C

insignificant

C C C

exit

preserved values weight connect digital transforming expensive conversion admittance practices application anticipated

D D

habits

D D D D D D D D D D

innovative

D D D

access

remained means pressure suspend cardinal disfiguring affluent transmission entry routines remedy determined

9. Use the words and phrases below to complete the text. Read the text again and translate it. Highlight or write out all useful expressions and memorize them. Make a presentation based on the theme of the article. You may have a question and answer session after the presentation.

allocate funds

student concerns

sports for both

services for students

popular attractions

offer a range

offer students

И ГА

Colleges and universities 1) ………..........……. of extracurricular activities that can enhance the overall experience of college students. Most schools feature intercollegiate athletic programs in various 2) ………..........……. male and female students. Large universities typically have programs in football, basketball, soccer, volleyball, tennis, swimming, track, and other sports. Intercollegiate sporting

events are also 3) ………..........……. for other students and alumni to attend as spectators. In addition to intercollegiate athletics, most four-year colleges and universities 4) ………..........……. opportunities to participate in a variety of intramural sports. College and university students may also 5) ……….. ........……. student government or serve on various institutional committees. The student government advocates 6) ………..........……. to the school faculty and administration, and offers employment or volunteer opportunities for students. Some student governments also provide other 7) ………..........……., such as operating counseling services, organizing student housing committees, and overseeing student support networks. Student governments generally 8) ………..........……. to various student organizations such as newspapers, drama groups, and film societies.

participate in

Extracurricular Activities

КН

Gutek, Gerald L. “Extracurricular Activities” from “Colleges and Universities.” Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.

О ВА

10. Complete each space in the text with a word formed from the words in brackets. Read the text again and translate it. Highlight or write out all useful expressions and memorize them. Make a presentation based on the text. You may have a question and answer session after the presentation.

Problems of Student Life

Colleges and universities have many of the same problems found in the larger 1) ___________ (social), such as 2) ___________ (violent) and crime, and alcohol, drug, and sexual abuse. School policies try to govern these problems and reduce their 3) ___________ (effective). For example, policy guidelines provide 4) ___________ (protective) for students against sexual 5) ___________ (to harass) by faculty and other students. Many

schools have also introduced policies aimed at 6) ___________ (to eliminate) the widespread problem of binge drinking, in which students 7) ___________ (consumption) dangerous amounts of 8) ___________ (alcoholism) drinks at campus parties. To enforce these and other policies, colleges and universities 9) ___________ (maintenance) their own security personnel to provide police 10) ___________ (to protect) on campus.

Gutek, Gerald L. “Problems of Student Life” excerpted from “Colleges and Universities.” Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. Abridged.

Unit 1

Listening What educational establishments provide higher education? What happens when the basic course of study is completed? How many years of additional studies are required to get a master’s degree? What has to be done to receive a doctorate/PhD? What is higher education aimed at?

1 2 3 4 5

1. Listen to the recording and answer the following questions. Read and translate the transcript of the recording (see Audio Scripts). Highlight or write out all useful expressions and memorize them. Make a mini-presentation based on the text.

И ГА

2. Before you listen, read through the text below, and think carefully about the kinds of words you will need to write in gaps 1–10. Listen to the recording twice and complete the text by writing the missing words in each gap. Pause the recording if you need time to write down the missing words. Read the article again and translate it. Highlight or write out all useful expressions and memorize them. Make a presentation based on the text.

Higher Education in Context

КН

An Era of Competition

О ВА

Competition 1) _______________________ an element of academic life – for prestige, for the best students, and for donations, among other things – and competition has become one of the central 2) _______________________ in higher education. Competition for the best faculty, for students, for research grants, and for the ever more important rankings by U.S. News and World Report and other publications are all central to the 3) _______________________ academic enterprise. The most prestigious academic institutions see themselves in a race to provide better dormitories and sports facilities, faster 4) _______________________ computer networks, and improved campus services as part of a competitive struggle with 5) _______________________.

18 Unit 1

A central element of the new 6) __________ _____________ environment is that students increasingly see themselves as “buyers” of a highereducation product. They demand that the academic institutions 7) _______________________ needs in terms of curriculum, degree offerings, and facilities. This is an age of student consumerism, where even the most 8) _______________________ and selective institutions must respond to student interests and concerns. Academic institutions have moved to 9) _______________________ flexible degree structures, new majors 10) _______________________ student demand, and to supply, in many other ways, the educational “product” demanded by an increasingly sophisticated market. © Encyclopedia of Education. Copyright 2002. The Gale Group, Inc. Abridged.

Speaking & Writing

subject is the most important for your future job? How many subjects are you studying? How are they taught? What is your favorite subject? Are there any subjects that you dislike? How should students be taught? 15. Some university students have jobs. Do you think it’s a good idea to combine studies with work? 16. Are there any student organizations at your university? Tell briefly about them, if there are any. Are you involved in any extracurricular activities? 17. What can you remember about your first day at university? How did you feel? 18. Do you think that there should be a single curriculum for all students or students should have an opportunity to choose subjects? 19. What advice would you give a school-leaver who is about to enter university? 20. What are you majoring in? Why did you choose it? Who or what influenced your choice? 21. Would you like to study abroad? Why? Why not? 22. Do you attend lectures regularly? How often do you skip lectures? Why is it important to attend classes and lectures regularly? Do you have a lot of free time? 23. Are grades important to you? Do the lecturers grade you and your group mates fairly? 24. What is your attitude to cheating? Do your group mates cheat in tests and exams? 25. What kind of a student makes a good leader? What qualities should a good student leader possess? How to earn respect of fellow students? 26. Are you a determined person? What role does motivation play in studying? Do you think that criticism can motivate learners? Do you think that bad marks may discourage students to learn? Is competition good in studying? 27. What important personal characteristics should students have to succeed? 28. Are you going to take a postgraduate course? If so, what sphere are you going to do a Master’s in?

О ВА

КН

И ГА

1. What are the goals of higher education? 2. How important is it to have higher education? Is university degree important for getting a good job? 3. Do you think that the system of higher education in Ukraine meets international standards? What should be done to raise national education to the highest world standards? 4. How has the system of higher education changed since Ukraine joined the Bologna process? Has the European educational integration preserved the national characteristics of higher education? 5. Do Ukrainian universities offer high-quality education? Which is the most prestigious university in Ukraine? 6. Do you know any prominent Ukrainian educators? What have they done for the development of the national education? 7. Does the government spend enough money on education in your country? 8. What problems are higher educational establishments in Ukraine and abroad confronted with? 9. Do you think that higher education should be free of charge? Are university tuition fees reasonable or high in your country? Is higher education affordable to the general public in your country? Do many students receive scholarships? 10. Do all entrants have an equal access to higher education in Ukraine? 11. If you could change anything at the university you attend, what would you change? 12. How has the computer changed studying? How has the Internet changed studying? 13. How has your life changed since entering the university? Is your university life more about studying or having fun? What kind of problems do you have as a student? Are you good at dealing with problems? Do you have good friends to help you solve your problems? 14. Do you enjoy studying at the university? Which

1. Express your point of view (you may write an essay and present it orally). For useful communication phrases, see Communication Phrases.

Unit 1 19

2. Do you agree or disagree with the following statements?

3. Have a debate.

КН

1. Many people believe that higher education should be free of charge. However, some people believe that university students should be required to pay tuition fees. Which point of view do you agree with? 2. University students shouldn’t study a variety of subjects. They should enroll only in those courses that will be necessary for jobs in their chosen field. Do you support or oppose the statement? Give your reasons and examples to

О ВА

8. Not everything that is learned is contained in books. 9. Read, study and discern and from the foreigner learn but do not your own disdain. Taras Shevchenko 10. Education is the ability to meet life’s situations. Dr. John G. Hibben 11. No one wants a good education. Everyone wants a good degree. Lee Rudolph 12. To educate a man in mind and not in morals is to educate a menace to society. Theodore Roosevelt 13. Formal education will make you a living; selfeducation will make you a fortune. Jim Rohn 14. The roots of education are bitter, but the fruit is sweet. Aristotle 15. Education comes from within; you get it by struggle, effort, and thought. Napoleon Hill 16. They teach in academies far too many things, and far too much that is useless. Johann Wolfgang Von Goethe

И ГА

1. Ukrainian higher educational establishments should harmoniously develop a student’s personality, form a highly competent specialist, and cultivate highly spiritual young people, patriots of Ukraine. 2. The job market demands highly qualified specialists who are not only professionally trained but also have good leadership, computer, and communication skills. 3. Learning for learning’s sake is wrong. Education must be directed toward clear objectives. 4. Universities should require lecturers and students to follow a dress code. 5. University teachers should be strict, but also fair. 6. With the help of computers and the Internet students can learn more information and more quickly. 7. Competition is more harmful than beneficial for students.

support your point of view. 3. Some people believe that students must attend lectures and classes. Others believe that intellectual benefits of attending a university are greatly overestimated: students can learn more on their own. Therefore, going to classes should be optional. Which point of view do you support? 4. Advantages and disadvantages of studying abroad.

4. Role-Play

1. Three students are discussing their university life: the faculty, educational facilities, living conditions at the student hostel, their studies, leisure time, problems, group mates, lecturers’ methods of teaching, etc.

2. You are the Minister of Education and Science of Ukraine. Answer students’ questions about higher education in Ukraine.

5. Make a report on the latest domestic or world news. You may visit the following websites: bbcnews.com, euronews.net, voanews.com, ukraine.com. For useful phrases and on how to present news, see News Presentation.

20 Unit 1

Bibliography

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КН

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