Washington, D.C.

A.: What’s the meaning of D.C. after the name of the U.S. capital?

B.: Oh, it stands for District of Columbia.

A.: Is it the name of a state?

B.: No, the District of Columbia does not belong to any of the fifty states of the USA. It is a tract of land about 70 square miles (181 sq. km) on the east bank of the Potomac River. The city was founded in 1790 on a site chosen by George Washington, the first President of the US. Maryland and Virginia granted land on each side of the river.

A.: What is the population of the city?

B.: About one million.

A.: Is it like other large cities in the US?

B.: No, quite different. The city was built according to a preliminary plan. There is a law that forbids to build structures more than 90 feet (27.4 metres) high in the city.

A.: You mean, there are no skyscrapers in Washington?

B.: That’s right. The White House, the official name of the President’s executive mansion, is only four stories high.

A.: Where is it located?

B.: It’s located on the south side of Pennsylvania Avenue, facing Lafayette Square.

A.: They say it is the oldest public building in Washington.

B.: Yes, that’s true. The first President who lived in the White House was Adams. It was back in 1800.

A.: Why is it called “the White House”?

B.: You see, during the war of 1812 – 1814 the British burned most of the public buildings in Washington, including the White House and the Capitol. In 1814 the brown stone walls of the President’s home were painted white and it has been the “White House” ever since.

A.: That’s interesting. You seem to know a lot about the White House. Do you know anything about the East Room, the Blue Room? I mean, what are they used for?

B.: Well, I’ve read somewhere that the White House has 132 rooms. Large receptions and news conferences are held in the East Room. The elliptical Blue Room is for different social, diplomatic and official receptions. The Red and Green Rooms are used for private and quasi-official gatherings.

Memorize and reproduce Dialogue 1.

Make up dialogues of your own using Dialogue 1 as a model.

Situation: You meet your friend and talk about:

a) the historical background of Washington, D.C.;

b) the places of interest of Washington, D.C.;

c) the White House.

DIALOGUE 2

The streets of Washington

The day after Nick arrived in Washington, Nick took a long walk through the city together with his friend Pete. Nick asked Pete several questions about the Washington street plan.

Nick: What does “N. W.” mean?

Pete: It means Northwest. The city’s divided into four parts: Northwest, Northeast, Southwest and Southeast.

Nick: So this hotel is in Northwest. Is that right?

Pete: That’s right. Almost all of the hotels are in Northwest.

Nick: And the streets? Some have numbers, but others have letters.

Pete: Well, the northsouth streets have numbers. The eastwest streets have letters.

Nick: And what about the avenues?

Pete: They are named for the different states: New York, Pennsylvania, and so on.

Nick: But they don’t run from north to south or east to west.

Pete: No, they don’t. They run through the squares made by the streets.

Nick: I see. They run diagonally.

Memorize and reproduce Dialogue 2.

Fill in the missing remarks of the dialogue.

A.: ….

B.: The city of Washington is divided into four main areas: Northwest, Northeast, Southwest and Southeast.

A.: ….

B.: Streets in the different areas may have the same name but are distinguished by the area designation.

A.: ….

B.: Streets running north and south are designated by number – as First, Second, etc.

A.: ….

B.: Those running east and west, generally, are designated by letters of the alphabet.

A.: ….

B.: Washington, like most large cities, has a traffic problem.

A.: ….

B.: Parking place, particularly in the downtown areas, is often hard to find.

A.: ….

B.: Many of the historical and other attractions are located in the downtown area and are easily accessible.

A.: ….

B.: Government buildings, art galleries and theatres are located in the downtown area.

DIALOGUE 3

Washington cabs

In many American cities taxi-cabs have meters which show how much a passenger has to pay. In Washington, however, the taxis do not have meters. The city is divided into zones, and the fare depends on the number of zones a passenger rides through. Yesterday Nick and Pete took a taxi to Georgetown. It was Nick’s first ride in a Washington taxi, and he noticed the absence of a meter.

Nick: This taxi has no meter.

Pete: No, in the District fares are taken by the zones.

Nick: What is the fare per zone?

Pete: Well, for the first zone it’s sixty cents. Even if you ride only for a half block.

Nick: I see. It is sixty cents just to get in.

Pete: Right. Then for each additional zone you pay thirty cents.

Nick: Let’s see, I get in the cab in zone one; I get out in zone two. How much is the fare?

Pete: Ninety cents – sixty cents for the first zone and thirty for the second.

Memorize and reproduce Dialogue 3.

Make up and act dialogues considering the following assignments.

1. Your groupmate asks you about streets and avenues of Washington, D.C.

2. You ask your grouipmate about his/her recent visit to Washington, D.C.

LISTENING

23. Listen to the Text “Position of the City” about geographical and climatic features of Washington, D.C.

a) Answer the questions that follow.

1. What was the purpose of constructing Washington, D.C.?

2. How did President George Washington pick out the spot for the capital?

3. What is the geographical position of the city?

4. What are the climatic conditions of the city?

5. When did the City of Tokyo give several thousand of cherry-trees to Washington?

6. Why does spring in Washington have to be seen?

b) Check your answers with your groupmates and Tapescript 11A of the Text.

c) Retell the story about the position of Washington, D.C.

d) Tell your groupmates about some other seasons of Washington based on the information collected.

24. Listen to the Text “Different Washingtons”. Study the following notes and commentaries:

1. soda fountain [‘sэudэ‘fauntin] – стойка в магазине, где продаются фруктовые напитки, мороженое и т.п.

2. Rock Creek Park – парк Рок-Крик, крупнейший парк в Вашингтоне; специально для детей в нем оборудованы выставочный зал, лекторий и планетарий.

a) Fill in the chart placing ticks in its corresponding boxes.

.

	A Washington of politics and lobbyists	A Washington of government girls	A Washington of “Society”	A Washington of newspaper men
It is located in Georgetown and along Massachusetts Avenue.
Its inhabitants move from the Capitol to House and Senate offices, down Pennsylvania Avenue to the White House.
Hundreds of reporters are continuously visiting the Capitol and White House, the court-rooms, the offices of department heads
It is dedicated to the “great god paperwork”.

b) Check your answers with your groupmates.

c) Read Tapescript 11B. Look up the words you do not know in your dictionary.

d) Retell the story.

UNIT 12

Higher education OF THE USA

READING AND DISCUSSION

TEXT 12A

THE SYSTEM OF Higher education in the United States of America

1. After leaving secondary schools a growing number of Americans go on to higher education. American institutions of higher education include: technical training schools, community colleges; colleges offering four-year bachelor's degree programmes; and universities which contain one or more colleges and graduate schools offering master's or doctoral degree programmes. The factors determining an institution's prestige are the quality of the teaching faculty, quality of research facilities; the number and competence of applicants for admission.

2. Colleges and universities (either public or private) are supported by public funds or privately. The average course is four years.

3. During the first two years students follow a basic programme. It means that every student must select at least one course from each of the basic fields of study: English, science, modern languages, history or physical education.

4. After the first two years every student majors in one subject and minors in another one. In addition to major and minor courses he can select other subjects according to the professional interest.

5. After four years of study students get the degrees of Bachelor of Science (B.S.), Bachelor of Philosophy (Ph.B.), Bachelor of Letters (B. L.) or Bachelor of Arts (B. A.) (if they studied Greek or Latin). Then students may go on studying and with a year or two of further study get a Master's Degree. After another year or two of graduate study and work and writing a dissertation, they may get a still higher degree of Doctor of Philosophy (Ph.D.).

6. Over four years at the end of each year students have a final written examination. They take oral exams and write a dissertation only for advanced degrees.

7. Students are classified as freshmen (a freshman is a first-year student), sophomores (a sophomore is a second-year student), juniors (a junior is a third-year student), seniors (a senior is a fourth-year student) and graduate students (a graduate student is one who has graduated having taken a first academic degree and is continuing his study at a more advanced level, often for a higher degree).

8. Not all the students get grants.

9. Most cities have colleges and universities that hold classes in the evening as well as in the daytime. In this way people who have to work may attend school in the evening and work for a degree or just take a course in a subject that interests them.

10. Higher education trains people to become teachers, engineers, doctors or to do other professional work.

Notes:

1. advanced level – курс (уровень) повышенного типа для продолжающих обучение

2. Bachelor’s degree [‘bæt∫эlэzdi’gri:] – степень бакалавра; присуждается колледжем или университетом выпускнику, успешно сдавшему выпускные экзамены, соответствует диплому об окончании высшего учебного заведения в России

3. Bachelor of Art – бакалавр искусств (по одной из гуманитарных или математических наук в университете)

4. Bachelor of Letters – бакалавр литературы

5. Bachelor of Science – бакалавр наук

doctoral degree – (ученая) степень доктора

6. Doctor of Philosophy – доктор философии; для получения этой степени требуется написание самостоятельной работы на основе трехлетних (или более) исследований. Можно сравнить со степенью “кандидат наук” в России

7. graduate school – аспирантура

8. graduate study – учеба в аспирантуре

9. to major [‘meidζэ] – специализироваться по какому-либо предмету

10. Master’s degree – ученая степень магистра; присуждается университетом лицам, успешно завершившим по крайней мере год учебы и исследовательской работы после окончания университета

11. to minor [‘mainэ] – изучать непрофилирующий предмет

Active vocabulary to remember

1. to admit admission	- допускать, принимать - принятие, допущение
2. to apply [э‘plai]   an applicant for admission	- обращаться (for – за работой, помощью, справкой и т.п.) - абитуриент
3. to attend	- посещать (занятия)
4. average [‘ævэrid ]	- средний, обычный, нормальный
5. a degree a bachelor’s degree a doctor’s degree a master’s degree	- звание, ученая степень - степень бакалавра - степень доктора - степень магистра
6. to determine	- определять, устанавливать
7. a dissertation [,disэ‘tei∫n] (Syn.) a thesis [‘θisis]	- диссертация
8. facilities	-1) возможности, благоприятные условия; - 2) приспособление, оборудование
9. to follow	- следовать, идти за, быть последователем
10. a freshman a sophomore [‘sоfэmо:] a junior [‘d u:niэ] a senior [‘si:niэ] a graduate	- студент-первокурсник - студент-второкурсник - студент предпоследнего курса - студент последнего курса - выпускник
11. to go on	- продолжать, идти дальше
12. a grant to get a grant	- стипендия - получать стипендию
13. to offer	- предлагать
14. research	- научное исследование, исследовательская работа
15. to train training	- обучать(ся), учить - обучение

Exercises

Pronounce correctly.

average [‘ævэridζ] basic [‘beisik] classify [klæsifai] community [kэ‘mju:niti] competence [‘kоmpitэns] continue [kэn’tinju:] examination [ig,zæmi’nei∫n] facilities [fэ‘silitiz] final [‘fainl]

graduate (v) [‘grædjueit] graduate (n) [‘grædjuit] philosophy [fэ‘lоsэfi] prestige [prэ‘sti: ζ] privaite [‘praivэt] programme [‘prougræm] science [‘saiэns] secondary [‘sekэndэri] technical [‘teknikl]

Choose the Russian equivalents from the right column to the following English words and phrases.

an institution of higher education	1. определять
a degree	2. студент-первокурсник
to offer	3. средний
to determine	4. выпускник
research	5. студент предпоследнего курса
an applicant for admission	6. выбирать
average	7. а также
to mean	8. исследовательская работа
to select	9.студент последнего курса
to follow	10. высшее учебное заведение
a freshman	11. следовать
a sophomore	12. абитуриент
a junior	13. посещать
a senior	14. звание, ученая степень
a graduate	15. обучать, учить
as well as	16. означать, иметь в виду
to attend	17. курс (уровень) повышенного типа
to train	18. предлагать
an advanced level	19. студент-второкурсник

Substitute the words and word combinations from the Text for the parts underlined.

1. After finishing secondary schools a growing number of Americans go on to higher education.

2. The students may continue studying.

3. American institutes have one or more colleges and postgraduate schools.

4. After four years of study the students get the first university degree.

5. With a year or two of further study the students get the second university degree.

6. The students may get the highest university degree after another year or two of graduate study and work and writing a thesis.

7. Colleges and universities are maintained by public funds or privately.

8. After the first two years every student specializes in one subject and has a secondary field of study of another one.

9. During four years at the end of each year students have a final written examination.

10. Not all the students get scholarships.

11. Most cities have colleges and universities that conduct classes in the evening as well as in the daytime.

12. One of the factors determining an institution’s prestige is the quality of research aids.

4. Correct the following sentences beginning with: “I am afraid that is wrong”, or “That is not true to the fact”.

1. After finishing junior schools Americans go on to higher education.

2. Colleges and universities are only supported privately.

3. After the first two years students follow a basic programme.

4. After four years of study students get a master’s degree.

5. At the end of each year of study students have no examinations or tests.

6. A freshman is a third-year student.

7. A sophomore is a first-year student.

8. A junior is a fourth-year student.

9. A senior is a second-year student.

10. A graduate student is one who entered a higher educational institution.

11. All the students get grants.

12. Colleges and universities only hold classes in the daytime.

Answer the following questions.

1. What do American institutions of higher education include?

2. What are the factors determining an institution’s prestige?

3. What is the average course of study at a higher educational institution?

4. What does a basic programme of study mean?

5. When do students major in one subject and minor in another one?

6. When can students get a Bachelor’s degree?

7. When can students get a Master’s degree?

8. When can students get a higher degree of Doctor of Philosophy?

9. What examinations do students have to take at the end of each year of study?

10. What examinations do students have to take for advanced degrees?

11. How are students classified?

12. What experts do higher educational institutions train?

6. Reproduce the Text “The System of Higher Education in the United States of America” in English according to the plan made up.

TEXT 12 B

The historical background of higher education in the USA

1. Higher education in the US began when in 1636, a short time after the first colonist came to the territory now called Massachusetts, and they founded Harvard College, later to become the famous Harvard University. It is the oldest university in the country, named in honour of John Harvard who left it his library and half his property. The College of William and Mary founded in 1693 was the second institution of higher learning established in the colonies. These colonial colleges, which later became universities, were founded to train men for service in the church and civil state. Special emphasis was laid on classical education and only those who knew Latin and Greek were considered educated. By 1776 four more institutions had been opened: Yale University founded in Connecticut in 1701, Princeton University (1746), Washington and Lee University (1749), University of Pennsylvania (1740).

2. In practically every respect American colleges in those days tried to duplicate the colleges of ancient universities of England. They were residential colleges in the English fashion, but unlike old English universities, they were not self-governing bodies.

3. The American Revolution brought a lot of changes. The independence of the states followed by the creation of the federal government raised new questions about what American higher educational should be. The first state universities were founded, though their flowering did not come until after the Civil War, a century later. Rapid development of industry, agriculture and transportation brought about great changes. The technological needs of agriculture and business stimulated the improvement of the early nineteen century universities. Apart from these, agricultural and engineering colleges came into existence to meet the practical needs of industry and agriculture.

4. The mid-nineteenth century (1861) saw the foundation of private school known as the Massachusetts Institute of Technology (MIT).

5. Gradually universities, private or public, became the dominant and most influential structure of higher education, a position they still hold. Many of the oldest and best known liberal arts colleges, such as Yale, Columbia and Harvard, became universities during this period. Several of the public institutions, such as Michigan, Wisconsin and California also received the status of universities. Many private institutions, which came into existence at about this time, exercised great influence on American education.

6. Eventually a peculiarly American structure unlike any other existing university system was produced. In the 1870s graduate school was introduced in the American university. It was placed structurally on the top of what came to be known as undergraduate school devoted to general education. Gradually professional schools were incorporated into the university, some paralleling the graduate schools (e.g. Law School, Medical School, etc.), others paralleling the liberal arts colleges (Engineering, Forestry, Music Schools, etc.). Along with this, the practice of majoring in a specific subject became common.

7. Between 1825 and 1875 the idea of college education for women developed in the country. At first it was provided in separate colleges for women (such as Wells, Vassar, etc.) but the general trend was toward coeducation.

8. The only distinct structural feature to emerge during the twentieth century has been the two-year junior (or community) college. Initially its major purpose was to provide a parallel to the first two years of liberal arts instruction given in the four-year colleges. Such a programme is still usually included in the curriculum but throughout the first half of the 20th century, the junior colleges have been expanding their scope.

9. The educational progress of the late 19th century stemmed from the development of science and professionalism, the development of advanced studies, and the recognition in the education system of the innumerable fronts upon which knowledge was growing.

Notes:

1. a liberal arts college – гуманитарный колледж

2. a junior college – младший колледж с двухлетним сроком обучения (с присвоением младшей, первоначальной ученой степени Associate of Arts or Science)

3. a community college – местный колледж, в котором учатся студенты, живущие дома, и где учеба дешевле, так как часть расходов берут на себя местные органы власти; учащиеся обычно совмещают работу с учебой.

Read Text 12 B and answer the following questions.

1. When did higher education in the USA begin?

2. What was John Harvard’s role in establishing Harvard college?

3. What were the aims of early institutions of higher education in the USA?

4. What institutions had been opened by 1776?

5. Did American colleges duplicate their English counterparts in all respects?

6. What did the American Revolution bring in the field of higher education?

7. Why did agricultural and engineering colleges come into existence?

8. When did liberal arts colleges in Yale, Columbia and Harvard become universities?

9. What is a graduate school?

10. When was graduate school introduced in America?

11. What does the word “school” mean as applied to an element of an American University?

12. When were women first admitted to American universities?

13. What was the major purpose of junior colleges?

14. What is the educational progress of the late 19th century like?

Reproduce the parts of the Text in which these words and phrases are used. Use these phrases in short stories of your own.

To found, to be named in honour of somebody, an institution of higher learning, to train men/women for something, to lay special emphasis on something, to open/to establish an institution, a residential college, a self-governing body, to raise a question, to bring about, apart from something, gradually, to hold a position, a liberal arts college, to come into existence, to exercise influence on something/somebody, to incorporate, coeducation, a community college, to expand one’s scope, to stem from something.

Consider the following statements and say if you agree or disagree with them. Use the introductory phrases given in the previous Units.

1. The College of William and Mary is the oldest educational institution in America.

2. Women were not admitted to the first colonial colleges.

3. The early colleges were residential ones and self-governing bodies like old English Universities.

4. The flowering of the first state universities came after the American Revolution.

5. The Massachusetts Institute of Technology was established in the early nineteenth century.

6. No public institutions received the status of universities in the nineteenth century.

7. The majoring in a specific subject was practiced in the nineteenth century.

8. The general trend of higher education in the mid-nineteenth century was toward the training of men and women in separate colleges.

9. The 20th century saw the expanding of the scope of junior colleges.

10. Advanced studies are the ones which in progress and complexity are beyond the usual course and they very often mean graduate studies taken after the four-year undergraduate programme.

Speak on the following subjects.

1. The early colonial colleges.

2. Higher educational institutions after the American Revolution.

3. Some specific features of higher education in America in the nineteenth century.

4. A junior college as a peculiar American educational institution.

Retell the Text according to the plan made up.

TEXT 12C

Massachusetts Institute of Technology

1. MIT is an independent university located in Boston area. It was founded in 1861 by William Barton Rogers, a distinguished natural scientist, who believed professional competence to be best fostered by the combining of teaching, research, and the application of knowledge to real-world problems. MIT held its first classes in 1865 after having delayed opening because of Civil War.

2. Today MIT has about 9,700 students, a faculty of approximately 1,000 and several thousand research staff. The total teaching staff numbers more than 1,800. The institute is broadly organized into five academic Schools – Architecture and Planning, Engineering, Humanities and Social Science, Management and Science – and a large number of interdisciplinary programmes, laboratories, and centers, including the Whitaker College of Health Science, Technology and Management. A unique feature of MIT is that undergraduates join with graduate students, faculty, and staff to work on research projects throughout the institute.

3. Most academic activities take place in a group of interconnected buildings designed to permit easy communication among the Schools and their 22 departments. Across the street from this set of buildings there are athletic fields, the student center, and many of the dormitories.

4. The main purpose of the academic programme at MIT is to give students a sound command of basic principles, the habit of continued learning and the confidence that comes from a thorough and systematic approach to learning. This results in continued professional and personal growth, especially in today’s rapidly changing world.

5. The two essential parts of all MIT educational programmes are teaching and research. Both of these activities carried on together have greater potential than either performed alone. They provide experience in theory and experiment for both students and teaching staff.

6. Each student pursues a degree in one of the departments. Undergraduate courses at MIT lead to the degree of Bachelor of Science (S.B.). The academic programmes require four years of full-time study for the Bachelor of Science. Degrees are awarded on the basis of satisfactory completion of general institute and departmental requirements in each programme.

7. There is enough flexibility, however, to allow each student, in collaboration with the adviser, to develop an individual program in accordance with his or her own interests and preparation.

Notes:

1. to foster – воспитывать

2. a faculty – профессорско-преподавательский состав

3. a sound command – прочное усвоение

4. to pursue a degree – стремиться получить степень

Read Text 12 C and answer the following questions.

1. Where is Massachusetts Institute of Technology located?

2. When was MIT established?

3. What is the structure of MIT?

4. What is a unique feature of MIT?

5. How are most academic activities arranged at MIT?

6. Are there any sports facilities at MIT?

7. What is the chief aim of the academic programme at MIT?

8. Why do the two essential parts of MIT educational programmes have greater potential than the previous ones?

9. What is the system of degrees at MIT?

10. How are degrees awarded?

Discuss the Text in pairs. Use the pattern below as a model and guidelines.

A.: It has been stated that undergraduates join with graduate students, faculty, a staff to work on research projects throughout the institute.

B.: I think it’s debatable. As a matter of fact sometimes knowledge of undergraduates is not profound enough to carry on research together with graduate students, faculty and staff.

A.: I can’t agree with you. As far as I know from the text …, etc.

Find and reproduce the key sentence in each paragraph expressing the main idea.

Read Text 12 C again. Give a brief outline of the information each paragraph contains.

Make up a story about higher education in the United States of America.

SPEAKING

DIALOGUE 1

Talking of the system of higher education in the USA

Ivanov, a Russian student, is talking to his American counterparts.

Ivanov: I always seem to have a lot of questions. Take the system of higher education, for instance. It’s rather complicated in the USA, wouldn’t you say? I’m confused about a few things. Could I ask you a few questions?

Barbara, Donald: Oh, please, do. We also have questions to ask you about your country. But one thing at a time…

Ivanov: Well, then… Is there any national system of higher education in this country? And what’s the difference between private and state universities?

Barbara: Higher education in this country is not a nation-wide system. That’s a very important item. It is not tightly organized or monolithic; its institutions differ considerably in size and sponsorship. They range from two-year community colleges to major research universities of a hundred thousand students.

Donald: The next thing to know is that there’re two types of universities and colleges in the United States, as you know – private and state (not federal, mind you). The difference between them is the following: private colleges are very expensive, they’re generally smaller and the tuition fees are much higher. In the state colleges and universities the fees are lower, especially for state residents. They’re subsidized by state governments. The University of California (UC) and the State University of New York (SUNY) are two examples of such public schools. Yet it’s more prestigious to get a degree at a private university where the quality of education is almost always better, and this can make a difference in the job market later on. So it’s probably worth all the bucks that go into it, anyway.

Ivanov: I’ve also been wondering about the entrance standards. How do you get accepted into a college? Are there any entrance exams as is the case in my country?

Barbara: As a matter of fact, entrance standards and admission policies may differ considerably from university to university. First of all the applicant must have a satisfactory high school transcript which helps university officials determine the applicant’s capacity to do satisfactory work at a university. While still in high school, the student also takes the Scholastic Aptitude Test, SAT for short, if he wants to apply to a university. The applicant must also usually write an essay of some kind, often autobiographical. An interview is usually required when one applies to a private university.

Ivanov: Does one have to complete for admission?

Donald: Not as much as in your country, I guess. However, one does have to complete when applying to a prestigious school. Most private colleges are competitive and so are many state colleges. But some public colleges and universities accept nearly all applicants.

Ivanov: Thank you very much for your information.

Notes:

1. a state university – университет штата (финансируется правительством штата)

2. a tuition fee – плата за обучение

3. a high school – средняя школа (для детей от 15 до 18 лет)

4. Scholastic Aptitude Test (SAT) – тест на проверку способностей и наклонностей ученика, предлагаемый всем поступающим в университет

Memorize and reproduce Dialogue 1.

Make up dialogues of your own using Dialogue 1 as a model.

Situations: You meet your American friend and talk about:

private and state universities;

the difference in higher education of Russia and the USA

DIALOGUE 2

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