The World We Live In

Text A. Modem World Economy......................................................................... 208

Text B. Natural Resources, Progress and Technology............................................. 212

Grammar Presentation:

Словообразование (Word Formation)..................................................... 214

Text C, Computers in Russia.................................................................................... 222

Grammar Presentation:

Будущее длительное время (The Future Continuous Tense).,........... 225

Будущее совершенное время (The Future Perfect Tense).................... 226

Grammar Revision:

Условные- предложения (Conditional Sentences)................................. 232

Social English:

At the Office................................................................................................... 233

Rolf-play:

Campaign for a Cleaner City....................................................................... 234

II.

World Trends. Globalisation Text A. " Arguing Against Globalisation Is Like Arguing Against the Law

of Gravity"........................................................................................................... 235

Text B. How lo Render a Specialised Article...................................................... 238

Role-play
ATalkwithArul-globalists............................................................................... 242

Unit?

The Social Profile and State Structure

Tew A The Social Profile................................................................................... 243

Grammar Presentation:

Как читать цифры и числа (How to Read Figures and Numbers)

(продолжение)..........................................................................,............. 246

Text B. The British State System......................................................................... 253

Text C. Comparing the State Systems................................................................ 259

Grammar Revision.

Вспомогательные глаголы (Auxiliary Verbs)................................................. 265

Social English:

Making Arrangements for Participation in an International Conference............. 267

Kale-play:

Presentation at an International Student Conference.....................,..................... 2& i

П.

International Organisations
lex!, International Organisations........................................................................ 270

Role-play:
Do We Need International Organisations?........................................,............... 274

Таблицы И пояснения для повторения ранее изученного
грамматического материала....................................................,............... 275

Приложение:

The Language of Meetings, Coherences and Round-table

Discussions.................................................................................................. 393

Литература..........................................................,................................ 296

Unit 1

1.

First Challenges and Accomplishments Text A. On Higher Education

Grammar Presentation: Страдательный.шаг (The Passive Voice). Времена группы Indefinite • Герундий (Tlie Gerund)

Text B. Going to College in the USA

Grammar Presentation: Модальный глагол should * Придаточные пред­ложении времени и устовные предложения первого типа (Adverbi­al Clauses of Time and Conditional Sentences Type I)

Text C. A Language Teacher's Personal Opinion

Grammar Presentation: Условные предложения второго типа (Condition­al Sentences Type IT)

Grammar Re vision: Модальные глаголы (Modal Verbs)

Social English: \. Meeting people alters longtime. 2. Asking the way

Role-play: Youth is the Prime Time of Life

H.

Reading Newspapers and Specialist Literature Text A. What Do Newspapers Write About? Text B. The United States of America

I.

First Challenges and Accomplishments

Text A On Higher Education

Nobody doubts these days that progress in the world depends on progress in education, higher education in particular.

In Britain, for example, about 71 per cent of pupils continue study­ing after the age of 16. The proponion of young people entering uni-

Unit

1. First Challenges and Accomplishments

versities¹ has risen from one in eight in 1980 Lo almost about one in three at present.

English universities usually consist of colleges. The academic year is divided into three terms. The course lasts three or four years, depending on the subject area: arts, science, law, engineering, medicine, social sci­ences. The structure of courses does not differ tram Russian courses in size of groups, methods of teaching and close relationships with teach­ers. Methods of assessment differ from university to university but all British students have to undergo lengthy written examinations.

Conditions of student life in Britain differ from those² in Russia.

The English³ assume that anyone from age eighteen is an indepen­dent being capable of making up his or her own mind and capable of looking after himself or herself. As a rule, English students try to live away from home. Like Russian students, English students receive a grant from the state for the expenses of daily living. The level of the grant depends on the income of the student and of the student's parents. Besides, students can take out a special student loan which they do not have to repay until they are earning. Loans are not means-tested⁴. In the opinion of the English there is one more obvious difference be­tween British and Russian students, however. Traditionally, there has always been an enormous amount of amateur and voluntary work in Britain. It takes place in universities as well: playing in the university band, taking part in athletics or football, running university newspa­pers, helping the disabled and pensioners, participating in local and national voluntary groups and societies.

There is a widespread opinion that conditions may be different but goals of getting higher education are the same everywhere. Many peo­ple admit that for the majority of young people today success in life is measured in terms of the money young people earn. This materialistic outlook has seriously influenced education. Fewer and fewer young people these days acquire knowledge only for its own sake \ They want to obtain prestigious diplomas to get higher wages and advancement.