ВАЗОРАТИ МАОРИФ ВА ИЛМИ ҶУМҲУРИИ ТОҶИКИСТОН

ДОНИШКАДАИ ПОЛИТЕХНИКИИ ДОНИШГОҲИ ТЕХНИКИИ ТОҶИКИСТОН

ба номи академик М. С. Осимӣ дар шаҳри Хуҷанд

Кафедраи забонҳои хориҷӣ

Мақсудов У.О.

КИТОБИ ДАРСӢ
аз фанни забони хориҷӣ
барои дараҷаи магистратура

Хуҷанд 2021
Меҳвари дониш
УД 811.111
Китоби дарсӣ аз фанни забони хориҷӣ барои дараҷаи магистратура.
Мақсудов У.О. ДПДТТХ - Хуҷанд: Меҳвари дониш: 2021. - 128 саҳ.

Китоби дарсӣ аз фанни забони хориҷӣ ҷиҳати таълими донишҷўёни

курси аввали шуъбаи магистратура ҳамаи ихтисосҳо, муайян намудани
нутқи шифоҳӣ, хониш ва дарки мавзўъҳои илмӣ бо забони англисӣ, тарзи
дурусти тарҷумаи матнҳои илмӣ-оммавӣ, сўҳбати озод ва ғайра кўмак
мерасонад.
Ҳамчунин, дастури таълимӣ-методии мазкур аз рўи барномаи таълимӣ
таҳия шудааст. Кредитҳо ва натиҷаҳои фанни мазкур ба соҳибшавии
салоҳиятҳои касбӣ ва умумии курси аввали зинаи магистратура аз рӯи
стандарти давлатии таҳсилоти олии касбии ҳамаи ихтисосҳо нигаронида
шудааст.
Дастури мазкур аз рӯи барномаи корӣ ва нақшаи намунавии Вазорати
маориф ва илми Ҷумҳурии Тоҷикистон мураттаб гардидааст.
Китоби дарсӣ ба донишҷӯёни курси якуми зинаи магистратураи
муассисаҳои олии Ҷумҳурии Тоҷикистон пешкаш мешавад.

© Мақсудов У.О. 2021

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 Сарсухан
Китоби мазкур ҷиҳати омӯзиши забони англисӣ, муайян намудани нутқи
шифоҳӣ, хониш, навиштани мақолаҳои илмӣ ва дарки мавзўъҳои илмӣ-оммавӣ
бо забони англисӣ, тарзи дуруст тарҷума кардани матнҳои илмӣ-оммавӣ,
сўҳбати озод ва ғайра кўмак мерасонад.
Курси мухтасари омўзиши забони англисӣ аз мавзўъ ва мақсад иборат аст:
- феълҳои замони ҳозираи мутлақ (Present Perfect Tense), замони гузаштаи
мутлақ (Past Perfect Tense), замони ояндаи мутлақ (Future Perfect Tense), сиға
(Mood) (сиғаи амрӣ), нутқи айнан нақлшуда (Direct speech), нутқи мазмунан
нақлшуда (Indirect speech), имлои забони англисӣ (Punctuation)-ро азхуд
мекунад;
- ҷумлаҳоро дар асоси мавзӯъҳои пешин, тарҷума карда метавонад;
- матнҳои на он қадар ҳаҷмашон калонро хонда, тарҷума, савол ва нақл карда
метавонад;
- дар мавзўъҳои гуногуни ҳаррўза мустақилона фикр ва муколама карда
метавонад.
- нутқи омӯзгори худ ва рафиқонашро аз рўи калима ва ибораҳои омўхтааш
мефаҳмад;
- матнҳои на он қадар ҳаҷмашон калонро, ки аз 200 - 220 калима иборат аст,
аз забони англисӣ ба забони тоҷикӣ тарҷума ва нақл карда метавонанд;
- калима ва ибороте, ки барои ифодаи мақсади муайян истифода мешаванд, аз
худ мекунад;
- матнҳоро тибқи қоидаҳои хониш мехонад, тарҷума ва нақл мекунад;
- ибора ва ҷумлаҳое, ки дар асоси мутуни омўхтааш асос ёфтаанд, тарҷума
мекунад;
- санҷишҳои грамматикӣ, фонетикӣ ва лексикии мухталифро, ки аз 50-75
вазифа иборат аст, дуруст иҷро менамояд;
- миқдори ками калимасозиро дар ҳаҷми 800 воҳиди лексикӣ - таълимии умумӣ
меомўзад;
- ибораву ҷумла, гуфтугўҳоро дар асоси калима ва ибораҳои қаблӣ тарҷума
мекунад ва мефаҳмад, ҳамчунин расмҳоро тасвир мекунад.
- фонди луғавии худро (дар ҳудуди 1000-1500 калима) такмил дода, ҳангоми
сӯҳбат доир ба мавзӯъҳои (касбу кор, рӯзи корӣ, манзил ва соҳаҳои гуногуни
илм, сайёҳат ва истироҳат) истифода мебарад;
- матнҳои муколамаро хонда, тарҷума карда, дар асоси он сӯҳбат мекунад;
- суханони хориҷиёнро шунида мефаҳмад ва аз рўи мавзӯъҳои барнома, фикри
ифода мекунад.
Дар дарсҳои амалӣ донишҷўён бештар он донишҳое, ки дар дарсҳои
назарӣ гирифта буданд, бо кўмак ва ёрии омўзгор баррасӣ менамоянд.

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Дарси 1.
Грамматика: The Noun
Матн: Academic System. Master’s Degrees

The Noun
Исм њиссаи мустаќили нунќ буда, он ашё (предмет)-ро ифода
мекунад ва ба саволњои who? - кї? (who is this? ин кист?) ва what? - чї?
(what is this? - ин чист?) љавоб мегўяд. Исмњои англисї падеж ва љинсият
надошта, танњо аз рўи шахсу шумора таѓйир меёбанд. Пеш аз исм
артикл гузошта мешавад.
Who? барои љисмњои љондор (одамон), касби онњо ва what? барои
љисмњои бељон, њайвонот, паррандагону хазандагон ва ѓайра кор
фармуда мешавад:
This is a student. Ин донишљў аст.
Who is this? This is a teacher. Ин муаллим аст.
Ин кї аст? This is a doctor. Ин духтур аст.
This is a boy. Ин писар аст.
This is driver. Ин ронанда аст.

This is a book. Ин китоб аст.

What is this? This is a pencil. Ин ќалам аст.
Ин чї аст? This is a hat. Ин кулоњ аст.
This is a date. Ин хурмо аст.
This is a cat. Ин гурба аст.
Дар забони англисї шакли танњои исмњо ягон нишонаи махсус
надорад ва онњоро чї тавре, ки дар луѓат мебинем, њамон тавр дар
навишт ва гуфтор, кор мефармоем.
Артикл њиссаи ёрирасони нутќ ба шумор рафта, он нишонаи
граматикии исм мебошад. Артикл худ ба таври мустаќил истифода
нашуда, балки дар робитаи грамматикї бо исм ба њайси
нишондињандаи муайянї ва номуайянї наќш мебозад. Дар забони
англисї ду навъи артиклњо мављуданд:
 артикли муайянии “the”;
 артикли номуайянии “a” ва “an”.
Артикли номуайянї пеш аз исмњои шуморида-шаванда дар
шумораи танњо истифода мешавад. Он ба номуайянии исм далолат
мекунад.
Исмњое, ки бо њарфи њамсадо оѓоз меёбанд, артикли номуайянии “a”
пеш аз онњо гузошта мешавад:
a teacher - омўзгор
a research - тањќиќ

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 Аммо исмњое, ки бо њарфи садонов оѓоз меёбанд, артикли
номуайянии “an” пеш аз онњо гузошта мешавад:
an hour - соат
an assistant - ассистент
Бояд ќайд кард, ки артикли номуайянї пеш аз исмњои
шумориданашаванда истифода намешаванд.
Артикли номуайянї дар мавридњои зерин истифода мешавад:
 пеш аз исмњои шуморидашаванда дар шумораи танњо омада,
гузошта мешавад, ки дар љумла бори нахуст зикр мешаванд:
I read an interesting article. - Ман маќолаи шавќовареро хондам.
 њангоми зикри касбу њунар:
My brother is a carpenter. - Бародари ман дуредгар аст.
 пас аз иборањои there is …, there was …, there will be …:
There is a cupboard in the kitchen. - Дар ошхона љевон (зарфњо)-е њаст.
There was a fly in the soup. - Дар шўрбо пашшае буд.
There will be an inspector at the party. Дар шабнишинї муфаттише
њозир мешавад.
 пас аз љониши such:
It is such a wonderful day! - Ин чї хел рўзи аљоиб аст!
 дар љумлањои хитобї:
What a wonderful man! - Чї хел инсони
олиљаноб!
Артикли муайянї дар њолатњои зерин истифода мешавад:
 њангоми такрорёбии зикри аёш, кас ё предмет:
I took a pencil. The pencil is sharp. - Ман ќаламро гирифтам. Ќалам тез
аст.
 дар њолати маълум ё равшан будани фикр:
The dress that I like is expensive. - Куртае, ки бароям писанд аст, ќимат
мебошад.
 пеш аз исмњое, ки дар табиат ягонаанд:
the earth - замин, the moon - моњ, the air - њаво, the sky - осмон, the sun
- офтоб, the world - дунё.
 дар якљоягї бо сифати дараљаи олї:
It is the best score. - Ин њисоби бењтарин аст.
 пеш аз шуморањои тартибї:
the first concert - консерти аввалин, the fifth student - донишљўи
панљум, the second place - љои дуюм.
Артикли муайянии the бо калима ва иборањои зерин якљоя меояд:
in the morning - дар пагоњї
in the distance - дар масофаи
in the original - дар нусхаи асл
in the street - дар кўча
on the one hand - аз як љињат
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on the other hand - аз љињати дигар
on the whole - умуман
the other day - дан ин айём, ба наздикї
to take the trouble - мушкилиро бар худ гирифтан
to tell the time - ваќтро гуфтан
to tell the truth - њаќиќатро гуфтан
Артикл дар њолатњои зерин истифода намешавад:
 пеш аз исмњои шумориданашаванда:
Salt is white - Намак сафед аст.
Math is very important. - Математика хеле муњим аст.
 пеш аз ном, унвон, рутба ва ѓайра:
Yes, Captain. - Ња, капитан.
Yes, Sir. - Ња, љаноб.
Mr. John - Љаноби Љон.
 пеш аз исмњои хос:
Tom is our friend. - Том дўсти мо аст.
 пеш аз номњои љуѓрофї (шањр, давлат):
Moscow is a big city. - Маскав шањри калон аст.
Germany is in Europe. - Олмон дар Аврупо аст.
 пеш аз номи муассисањои љамъиятї:
My little sister goes to school every day. - Хоњари хурдиам њар рўз ба
мактаб меравад.
 пеш аз номи рўзњои њафта, моњњо, фаслњои сол, иду маросимњо:
Sunday is over. - Якшанбе ба охир мерасад.
August is the hottest month of the year. - Август моњи гармтарини сол
аст.
Spring is near. - Бањор наздик аст.
What do you want for Christmas? - Ту дар иди мавлуди Исо чї мехоњї?
Navruz is celebrated on March 21st every year. - Наврўз њар сол санаи
21-уми март љашн гирифта мешавад.

History of Academic Degree

An academic degree is a college or university diploma, often associated
with a title and sometimes associated with an academic position, which is
usually awarded.
The most common degrees awarded today are Bachelor’s, Master’s and
Doctoral degrees. Most higher education institutions generally offer
certificates and programs of Master of Advanced Studies, which is known as
a Diplôme d'études supérieures spécialisées under its original French name.
The modern academic system of academic degrees evolved and
expanded in the medieval university, spreading everywhere across the globe.
No other European institution has spread over the entire world in the way in
which the traditional form of the European university has done. The degrees
awarded by European universities - the bachelor’s degree, the licentiate, the
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master’s degree, and the doctorate - have been adopted in the most diverse
societies throughout the world.
The doctorate (Latin: doceo, I teach) appeared in medieval Europe as a
license to teach at a medieval university. Its roots can be traced to the early
church when the term "doctor" referred to the Apostles, church farther and
other Christian authorities who taught and interpreted the Bible.
Originally the terms "master" and "doctor" were synonymous, but over
time the doctorate came to be regarded as a higher qualification than the
master degree. In the medieval European universities, candidates who had
completed three or four years of study in the prescribed texts of the trivium
(grammar, rhetoric, and logic), and the quadrivium (mathematics, geometry,
astronomy and music), together known as the Liberal Arts, and who had
successfully passed examinations held by their master, would be admitted to
the degree of bachelor of arts.
Further study would earn one the Master of Arts degree. Master of Arts
was eligible to enter study under the "higher faculties" of Law, Medicine or
Theology, and earn first a bachelor's and then master or doctor's degrees in
these subjects. Thus a degree was only a step on the way to becoming a fully
qualified master – hence the English word "graduate", which is based on the
Latin gradus ("step").
Today the terms "master", "doctor" (from the Latin "teacher") and
"professor" signify different levels of academic achievement, but in the
Medieval university they were equivalent terms, the use of them in the degree
name being a matter of custom at a university. (Most universities conferred
the Master of Arts, although the highest degree was often termed Master of
Theology or Doctor of Theology depending on the place).
The earliest doctoral degrees (theology - Divinitatis Doctor (D.D.),
philosophy - Doctor of philosophy (D.Phil., Ph.D.) and medicine - Medicinæ
Doctor (M.D., D.M.) reflected the historical separation of all University
study into these three fields. Over time the D.D. has gradually become less
common and studies outside theology and medicine have become more
common (such studies were then called "philosophy", but are now classified
as sciences and humanities – however this usage survives in the degree of
Doctor of Philosophy).

1. Explain the following.

1) an academic position
2) the licentiate
3) roots can be traced
4) the prescribed texts
5) a step
6) a matter of custom
2. Match the English word combinations with the Russian equivalents.
1) to earn a degree a. изучать курс
2) to complete a course b. выдавать диплом
3) to receive a grade c. получить степень
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4) to take a course d. окончить курс обучения
5) to issue a diploma e. получить оценку

Language Work
1. Look and memorise the words:
a) enroll, v. – вносить в список, регистрировать, записывать
b) enrollment, n. – прием (регистрация) в университет (колледж)
студентов и аспирантов
c) enrollee – зачисленный (абитуриент)
d) enroller – лицо, которое зачисляет
2. Fill in the gaps with the suitable words.
1. The Study Office will send you an electronic confirmation of … via mail.
2. I could … on an architecture course as a full-time student. 3. The Table
shows average annual spending per … . 4. The university can … 5,000
students. 5. This university is the largest … of international students.

Language Work (1)

1. Look and memorise the combinations with the word degree.
1) academic degree – ученая степень
2) bachelor's degree – степень бакалавра
3) master’s degree – степень магистра
4) doctoral/ doctor’s degree – докторская степень
5) (post) graduate degree – ученая степень выше бакалавра
6) a degree day – день получения диплома (на торжественной
церемонии
в университете)
7) by degrees – постепенно, понемногу
8) in the last degree – до последней степени, в высшей степени
9) of the first degree – чрезмерный, заправский
10) to a degree – очень, значительно
2. Translate the sentences. Make up your variants.
To some degree, Katie had been right.
Joe gained his Master’s degree at London School of Economics.
She achieved a high degree of proficiency.
The new bachelor’s degrees were initially focused on education, health
care, and information technology.
Students may obtain postgraduate degrees in economics and public
relations.
Reading and Speaking (2)
1. Read the text below and say which, in your opinion, the best way to gain a
Master’s degree is.
2. What factors influence the growth in master’s degree enrollments?

8
 Master’s Degrees
Students and employers demand for advanced education and
certification within professional fields of study has sparked much of the
growth in master’s degree enrollments.
The master’s degree is designed to provide additional education or
training in the student’s specialized branch of knowledge. Master’s degrees
are offered in many different fields, and there are two main types of
programs: academic and professional.
Academic Master’s: The master of arts (M.A.) and the master of science
(M.S.) degrees are usually awarded in the traditional arts, sciences, and
humanities disciplines. The M.S. is also awarded in technical fields such as
engineering and agriculture. Original research, research methodology, and
field investigation are emphasized. These programs are usually completed in
one or two academic years of full-time study. They may lead directly to the
doctoral level.
Professional Master’s: These degree programs are designed to lead the
student from the first degree to a particular profession. They do not lead to
doctoral programs. Such master’s degrees are often designated by specific
descriptive titles, such as master of business administration (M.B.A.), master
of social work (M.S.W.), master of education (M.Ed.), or master of fine arts
(M.F.A.). Other subjects of professional master’s programs include
journalism, international relations, architecture, and urban planning.
Professional master’s degrees are oriented more toward direct application of
knowledge than toward original research.
They often require that every student take a similar or identical program
of study that lasts from one to three years, depending on the institution and
the field of study.
1. Explain the following.
1) advanced education
2) master’s degree enrollments
3) field investigation
4) full-time study
5) urban planning
6) direct application of knowledge
7) descriptive titles
HOMETASK
The Oldest Universities in Europe (still-functioning)
The word university is derived from the Latin: universitas magistrorum et
scholarium, roughly meaning "community of teachers and scholars". The
term was coined by the Italian University of Bologna, which was founded in
1088, and is considered the first university in the sense of a higher-learning,
degree-awarding institute. The University has about 100,000 students in its
23 schools.
Traditionally young people attended and earned degrees at the world's
universities. The University of Bologna in Italy, regarded as the oldest

9
university in Europe, was the first institution to confer the degree of Doctor
in Civil Law in the late 12th century.
The University of Paris used the term "master" for its graduates, a
practice adopted by the English universities of Oxford and Cambridge, as
well as the ancient Scottish universities of St Andrews, and Edinburgh.
The University of Oxford is the oldest university in the English-speaking
world. The exact date of this university’s founding is unclear. The formal
founding date is 1096. This institute developed rapidly from 1167, when
Henry II banned English students from attending the University of Paris.
Currently, this oldest English-speaking university contains 38 colleges, each
with its own internal structure and activities.
The University of Cambridge is the second-oldest university in the
Englishspeaking world. The university was formed by scholars who left the
University of Oxford over a dispute in 1209. The two schools have a long
history of rivalry between them. Currently, Cambridge is ranked as one of
the world’s top five universities. As of 2009, the alumni from this university
account for eighty-five Nobel Laureates. Cambridge now consists of 31
colleges comprised of over 150 departments, faculties, schools and other
institutions. The two “ancient universities” have many common features and
are often jointly referred to as Oxbridge.
The naming of degrees eventually became linked with the subjects
studied. Scholars in the faculties of arts or grammar became known as
"master", but those in theology, medicine, and law were known as "doctor".
This led to the modern hierarchy in which the Doctor of Philosophy (Ph.D.),
which in its present form as a degree based on research and dissertation is a
development from 18th and 19thcentury German universities, is a more
advanced degree than the Master of Arts (M.A.). The practice of using the
term doctor for PhDs developed within German universities and spread
across the academic world.
The French terminology is tied closely to the original meanings of the
terms. The baccalauréat (bachelor) is conferred upon French students who
have successfully completed their secondary education. When students
graduate from university, they are awarded licence.
The University of Paris like the University of Oxford, its exact founding
is unclear; however, teaching from this university existed since 1096. The
university was reorganized as 13 autonomous universities in 1970. Often
referred to as the Sorbonne after the College de Sorbonne (founded about
1257 by Robert de Sorbon), this institute grew up in the latter part of the
twelfth century around Notre Dame Cathedral as a corporation centered on
the fields of arts, medicine, law and theology. Spain had a similar structure:
the term "Bachiller" was used for those who finished the secondary or high-
school level education. The standard Spanish university 5-years degree was
"Licenciado". The highest level was "Doctor".
The University of Salamanca is a Spanish higher education institution,
located in the town of Salamanca, west of Madrid. It was founded in 1134.
The school was established by King Alfonso IX. Its historical high note was
10
when Columbus consulted this institute’s scholars in seeking a western route
to the Indies.
Today, Salamanca is the university where Spanish students focus on
humanities and language studies. In most countries, gaining an academic
degree entitles the holder to assume distinctive academic dress particular to
the awarding institution, identifying the status of the individual wearing
them.
1. Explain the following.
1) community of teachers and scholars
2) in the sense of a higher-learning
3) to confer the degree
4) alumni (alumnus)
5) students focus on
6) academic dress
2. Read the passage below and discuss it.
Academic dress is a traditional form of clothing for those who have
gained academic degree. Contemporarily, it is commonly seen only at
graduation ceremonies, but formerly academic dress was in many ancient
universities worn daily. Today the ensembles are distinctive in some way to
each institution, and generally consists of a gown (also known as a robe), and
usually a cap (generally a square academic cap).
3. Answer the questions below.
What does the word university mean?
What are the oldest still-functioning universities in Europe?
What was the difference between “master” and “doctor” degrees?
When has a holder of a master degree to wear academic dress?
What is academic dress look like?
4. Find some more information about famous universities and prepare a
report.

11
Дарси 2.
Грамматика: The Adjective
Матн: Resume. Curriculum Vitae (C.V.)

The Adjective
Сифатњо дар забони англисї - содда (оддї), сохта ва мураккаб
(таркибї) мешаванд. Сифат 3 дараҷа дорад: оддӣ, қиёсӣ ва олӣ.
Сифатҳои муҳими забони англисӣ

angry - ғамгин fast - босуръат

bad - бад happy - хушбахт
brave - ҷасур good - хуб
bright - равшан great - бузург
calm - ором hard - сахт
clean - тоза heavy - вазнин
clever - доно high - баланд
dark - торик, тира sick - бемор, нотоб
difficult - мушкил last - охирин, гузашта
dirty - ифлос late - дер
dry - хушк lazy - танбал
early - барвақт beautiful - зебо
little - хурд, кам

Сифатҳои англисӣ аз рӯи шумора, ҷинс ва падеж тағйир намеёбанд:

a tall man - марди қоматбаланд
a tall woman - зани қоматбаланд
tall people - одамони қоматбаланд
with a tall man - бо марди қоматбаланд
about a tall woman - дар бораи зани қоматбаланд
a big dog - саги калон
big animals - ҳайвоноти калон
Сифатҳои аслӣ дар забони англисӣ дорои дараҷаанд. Ҳангоми
реша аз якчанд ҳиҷо иборат будан, дараҷаҳои қиёсӣ ва олӣ бо иловаи
зарфи “more”(бештар, каме) ва “the most” (аз ҳама) сохта мешаванд:
дараҷаи қиёсӣ:
difficult - мушкил; more difficult - мушкилтар;
beautiful - зебо; more beautiful - зеботар;
дараҷаи олӣ:
difficult - мушкил; the most difficult - мушкилтарин;
beautiful - зебо; the most beautiful - зеботарин;

Positive Degree Comperative Degree Superlative Degree

Дараљаи оддї Дараљаи ќиёсї Дараљаи олї
fast [fα:st] faster the fastest
high [haı] higher the highest
12
 Хелҳои сифат:
Simple Derived Compound Мураккаб
Содда (оддї) Сохта (таркибї)
absurd [əb'sə:d] beautiful [‘bju:təfəl] зебо fire-resistant [‘faiəri’zist (ə)nt] -
- бемаънї, њарза ба оташ тобовар
cold [ kəuld] curious [ʼkjuəriəs ] open-minded [əup(ə)nʼ
хунук таваљљуњ, шавќ maindid] беѓараз (она)
big [big] калон cowardly [ʼkauədly] tax-free [teksʼfri:] озод аз
тарсончак андоз

Degrees of comparison of adjectives

Дараљаи ќиёсии сифатњо
Сифатњо дар забони англисї ба монанди сифатњои забони тољикї
се дараља доранд:
1. Positive degree - дараљаи оддї;
2. Comparative degree - дараљаи ќиёсї;
3. Superlative degree - дараљаи олї.
Сифатњое, ки аз як њиљо иборатанд, дар дараљаи ќиёсї пасванди
“er”ва дар дараљаи олї пасванди “est” бо артикли муайянии “the” ба
дараљаи оддї илова карда мешаванд:
Positive Degree Comparative Degree Superlative Degree
Дараљаи оддї Дараљаи ќиёсї Дараљаи олї
clean - тоза cleaner - тозатар the cleanest - тозатарин
cold - хунук colder - хунуктар the coldest - хунуктарин
Он сифате, ки бо њамсадо ва садоноки “у” ба охир мерасад, њангоми
илова кардани пасванди “er” дар дараљаи ќиёсї ва пасванди “est” дар
дараљаи олї садоноки “у” бо садоноки “i” иваз мегардад:
Positive Degree Comparative Degree Superlative Degree
Дараљаи оддї Дараљаи ќиёсї Дараљаи олї
busy - машѓул busier - машѓултар the busiest - машѓултарин
early - барваќт earlier-барваќтар the earliest - барваќтарин
easy - осон easier - осонтар the easiest - осонтарин
happy - хушбахт happier - хушбахттар the happiest - хушбахттарин

Як ќатор сифатњои дигар низ мављуданд, ки дараљаи ќиёсии худро

аз дигар решањо месозанд:
Positive Degree Comparative Degree Superlative Degree
Дараљаи оддї Дараљаи ќиёсї Дараљаи олї
bad - бад worse - бадтар the worst - бадттарин
good-хуб better-бењтар the best - бењтарин
far-дур further-дуртар the furthest - дуртарин
13
 little - кам, хурд less - камтар, хурдтар the least - камтарин,
хурдтарин
many - зиёд more - зиёдтар the most - зиёдтарин

Сифатњои бисёрњиљогї ва дуњиљогї дараљаи ќиёсиро бо ёрии

калимаи “more” ва дараљаи олиро бо калимаи most месозанд. Ин
калимањои номбаршуда пеш аз сифатњои дараљаи оддї гузошта
мешаванд.
interesting - more interesting - the most interesting;
important - more important - the most important;
active - more active - the most active;
difficult - more difficult - the most difficult;

1. What application forms are required?

2. What information does a resume include?
Curriculum Vitae (C.V.)
When you apply for a job, you will be asked to send your CV (resume),
together with a letter or e-mail of application. It is important to know how to
write a good resume, or a summary of background and qualifications, and a
letter of application (a cover letter, a letter of interest). All these skills can
improve your chances for employment.
If you are applying for a new work place you have to send your CV
(curriculum vitae) or Resume, the Application (Cover) Letter, and the Letter
of Recommendation that are expected in such cases.
Most applicants for white-collar jobs get in touch with employers by
mail (email). A letter to an employer should be type-written. In the
application letter, introduce yourself and explain why you are writing. Briefly
indicate an experience and skills you have that relate to the kind of job you
are seeking. Include your address and telephone number so that the employer
can reach you. If you contact an employer by telephone, try to provide the
same information that you would cover in a letter.
A resume or a CV is a summary of your history and professional
qualifications. Most employers consider several applicants for each job
opening.
Thus, the employer has to consider two sets of qualifications if he wants
to choose from among the applicants: professional qualifications and
personal characteristics. A candidate’s education, experience and skills are
included in the professional qualifications. These can be listed in a resume or
summary of your background.
Employers often receive a lot of applications for a job, so it is very
important to make sure that your CV and job application letter create the
right impression and present your personal information in a brief, well-
structured, and attractive way. A CV should be clear, with a limited number
of main sections, so that an employer can pinpoint the information they are
looking for quickly and easily.
14
 You do not need to give a lot of details.
The resume usually consists of the following parts: Personal, Education,
Work Experience, Interests and Skills, Hobbies.
Here is how you should organize your resume:
1. Your name, address and phone number go at the top.
2. Under Personal you write:
a) when and where you were born;
b) your marital status (married, single or divorced), your children;
c) citizenship.
3. Under Education you describe:
a) University (school) you finished and the years of study (for example 2010-
2014 The State University of Architecture and Civil Engineering of
Voronezh);
b) the diplomas and degrees obtained, also mention the subject (e.g. The State
University of Voronezh, Economics);
c) a higher degrees (e.g. Master; Ph.D), and the university which granted it.
4. Work Experience:
List the jobs, the years you worked, the position you held. This should
be presented in the chronological order starting from the last job.
If you are a research scientist or deal with studies, you should list
publications and mention in brackets their total number.
In case you have no work experience in the field, mention your summer
jobs, extracurricular activities, awards.
5. Interests and Skills:
Include the foreign languages you speak, computer skills, extensive
travel, particular interests or professional membership (for example, if you
are after a job in computer programming, mention it).
6. The last is Hobbies:
It is good to mention here a hobby that can help get the job you are after
(e.g. playing chess, reading).
It should be noted that a resume (CV) can be structured differently and
may vary in length from one page to three.
Send your Resume, along with an Application (Cover) Letter and a
Letter of Recommendation to a specific person. The person should be the top
person in the area where you want to work. Refer him (her) to your Resume
and ask for an interview.
The samples of a Resume (CV), an Application (Cover) Letter (a Letter
of Interest) and a Letter of Recommendation:
Application Letter
8 September, 2014
Dear Mr. Jones,
I am writing to apply for the job (position) of an accountant advertised
in yesterday’s “Financial Times”. I enclose my Resume and a Letter of
Recommendation from Mr. J. Smith of Smith and Sponsor Bank,
Manchester.

15
 I have recently moved to your town and feel that my qualifications
would enable me to be a productive member of your company.
I am available for an interview.
I look forward to hearing from you.
Yours sincerely,
...
Resume (CV)
Emily Alison Biggins
47 Portney Hill
London
SW 16 4QX
Telephone (508) 548-2353
Personal:
Date of birth: 15 August, 1997 – London, the UK.
Marital status: married, one child
Nationality: British citizen, possessing United States Alien Registration and
permanent residency.
Education:
2007-2011 Bedford College, London University, England. BA – Economics
2011-2013 University College, London University, England.
MBA – Finance and Management
Work Experience:
2013 – Present Accountant Company: Public relations officer. 205 Heritage
Place. Falmouth, MA, 02540.
2011-2013 Philip Wilson Publishers Ltd. Secretary to the Sales Manager.
Interests and skills:
Languages: French, German. Computer skills
Hobbies: Mountain skiing, reading.

Letter of Recommendation
19 November, 2014
Dear Mr. Jones,
Having known Mrs. Biggins for three years as a staff-member of my
department, I am pleased to write this Letter of Recommendation for her.
During the years that Mrs. Biggins worked with us she always excelled
in whatever activity she undertook.
It is important to mention here that she has good working knowledge of
French and German and speaks both languages fluently. I also want to
emphasize her computer skills.
Mrs Biggins has my fullest support and I would be pleased to provide
further information if necessary.
Yours sincerely,
…
1. Explain the following.
1) to apply for a job
2) a summary of background and qualifications
16
3) a white-collar job
4) job opening
5) two sets of qualifications
6) to pinpoint the information
7) extracurricular activities
2. Match the English word combinations with the Russian equivalents.
1. as advertised a) в вашем распоряжении для интервью
2. broaden my experience b) ждать ответа
3. my CV is enclosed c) основываться на объявлении в газете
4. available for the interview d) расширить свой опыт
5. hearing from you e) прилагать свое резюме
3. Fill in the gaps with the suitable words: position, wide, to apply, fluently,
ideally, in.
I wish ______ the position of a salesman as advertised ______ Tuesday’s
Herald
Tribune. This is a ______ for which I believe I am ______ suited. I speak
Spanish _______ and have _______ experience of working abroad.
4. Answer the questions below.
What information does an application letter usually include?
Why is it important to send both an application letter and a CV to the
job a person applies for?
In what cases do people have to write a resume?
How is a resume structured?
Should the resume you write be a detailed personal history or a
summary of your personal history and qualifications?
5. Write your own CV in English using qualifications you already have, or
ones that you think you might get in the future.

Language Work
1. Look and memorize the words:
a) a position – должность
She took up an important position in this firm.
b) to pinpoint – точно определять; выделять, подчеркивать
He pinpointed the city on the map.
c) brief – краткий, сжатый
The covering letter is a brief introduction to the rest of your written
application.
d) available – наличный, имеющийся в распоряжении
Part-time jobs are often available for students.
e) an applicant – кандидат на должность, податель заявления
f) two sets of qualifications – два вида характеристик
The employer has to consider two sets of qualifications if he wants to choose
from among the applicants.
g) work experience (background) – опыт работы
h) reference letter – рекомендательное письмо
i) white-collar job – высококвалифицированная работа
17
blue-collar job – низкоквалифицированная работа
j) good working knowledge – хорошие базовые знания, достаточные для
бизнес-переговоров
k) BA (Bachelor of Arts), BSc (Bachelor of Science) – степень бакалавра
гуманитарных или естественных наук (the first degree received on
graduating a university)
l) MA (Master of Arts), MSc (Master of Science) – степень магистра
гуманитарных / естественных наук (the second university degree)
MBA (Master of Business Administration) – степень магистра по
менеджменту
m) Ph. D (Doctor of Philosophy) – кандидат наук (a science degree)
2. References to the work experience:
For the past (5) years I have been employed as a …
I was responsible for …
I specialize in …
This is a position for which I believe I am ideally suited.
I gained wide experience in market research.
I am fluent in English and French.
I am keen to broaden my knowledge in the field of …
3. References to the resume:
I enclose my Curriculum Vitae which will give you more details of my
career.
4. References to the interview:
I would greatly appreciate the opportunity of an interview.
I am available for an interview at your convenience.
I look forward to hearing from you. Hoping for a favourable reply…

HOMETASK
ACTIVE VOCABULARY
to apply - мурољиат кардан, ариза додан, ќабул кардан, обращаться с
просьбой, просить, подавать заявление
worry - хавотир шудан, ноором сохтан, беспокоить
Curriculum Vitae - тарљумаи њоли кўтоњ, краткое жизнеописание
concise - кўтоњ, мухтасар, краткий, сжатий
summarize - хулоса баровардан, љамъбаст кардан, резюмировать,
подвести итог
past - гузашта, пешин, прошлое, прошедшее
professional skills - малакањои касбї, профессиональный навык,
профессиональный умение
proficiency - мањорат, таљриба, омодагї, опытность, обученность
experiences - таљриба, таљрибаи њаёт, опыт, стаж, мастерство
purpose - маќсад, њадаф, цель, намерение
demonstrate - нишон додан, намоиш додан, показывать,
демонстрировать
necessary - лозима, зарурї, необходимый, нужный
complementary - иловагї, изофагї, дополнительный, добавочный
18
to do the job - корро иљро кардан, выполнить работу
literally - адабї, аслан, тањтуллафзї, айнан, њарф ба њарф, буквально, на
самом деле, дословно, литературно
follow - пайгирї кардан, аз паи чизе рафтан, сопровождать,
преследовать
to create - сохтан, эљод кардан, творить, создавать
hopefully - хушбахтона, умедворона, к счастью, мы надеемся что…,
хотелось бы надеяться, что
achieve - ноил шудан, дастёб шудан, достигать, успешно выполнить,
достичь
number of - шумораи …, якчанд, некоторое количество
submit - тасдиќ кардан, итоат кардан, представлять на рассмотрение,
подчиняться
Proofread - сањењ хондан, тасњењ кардан, ислоњ кардан, читать
корректуру, корректировать
be concise - кўтоњбаён будан, мухтасар будан, быть кратким
make sure - боварї њосил кардан, яќин кардан, убеждаться,
удостовериться
misspelling - навишти хато, имлои нодуруст, неправильное написание,
орфографическая ошибка
ensure - таъмин кардан, тасдиќ кардан, бовар кунонидан, уверять,
подтвердить, обеспечить
impression - асар, наќш, таассурот, таъсир, впечатление
employer - кордињанда, корфармо, наниматель, работодатель
qualified - ботаљриба, мувофиќ, кордон, подходящий,
квалифицированный, профессиональный
be optimized - мувофиќ будан, муносиб будан, быть оптимальным, быть
подходящем
review - аз назар гузаронидан, тафтиш кардан, рассматривать,
проверить
potential - ќобил, боиќтидор, тавоно, потенциальный, способный
specification - таснифот, вижагї, хусусият, спецификация, детализация
requirements - талабот, требования
posting to - супоридан, ба даъвогї супоридан, отнести, предлагать
handful - якчанд, небольшое количество
blindly - кўр-кўрона, нодида, беаќлона, безрассудно, слепо
motivated - боњадаф, бомаќсад, целеустремлённый
GREES - гурўњи этикї ва мањорати касбї дар илм, Группа по этике и
профессиональному мастерству в науке
dree - азият кашидан, страдать
discount - поён кардан, кам кардан, снижать, уменьшить
otherwise - дар њолати акс, дар њолати дигар, в противном случае, в ином
случае
likewise - њамчунин, ба монанди, подобно, также

19
 Resume. Curriculum Vitae (CV)
How To Create A CV Resume?
A company you want to apply to has asked you to send in a CV and
you're thinking, "wait…what?" Don't worry! Curriculum Vitae (CV) means
"course of life" in Latin, and that is just what it is. A CV is a concise document
which summarizes your past, existing professional skills, proficiency and
experiences. The purpose of this document is to demonstrate that you have
the necessary skills (and some complementary ones) to do the job for which
you are applying. Literally you are selling your talents, skills, proficiencies
etc. Follow these steps to create a great CV and hopefully achieve the role
you are hoping for.
There are a number of different kinds of resumes that a person can
choose to use when applying for a position in their career. While, in most
cases, applicants have the choice to use a certain format or style for their
resumes; if you are in a certain industry or position; you need to submit
something called a CV or a Curriculum Vitae. Below, we tell you just how to
go about creating successful curriculum vitae, as well as how it differs from a
standard resume format.
What is a CV or Curriculum Vitae?
A CV or Curriculum Vitae is a type of resume used in professions which
require a lot of specialized education, training, hands on residencies, and
assorted industry experience. A standard resume does not have enough
sections or the correct format outlines for this information, and thus, the
curriculum vitae is used. The most common types of professions that
regularly require a CV or curriculum vitae for application for a career
position are: academic positions, physicians, research, and scientific
positions. Moreover, though most applicants do not need to use a CV in this
country; in other parts of the world, it is what is expected instead of a
standard resume.
How to Create Curriculum Vitae
So, now that you know what one is, how you best create one that is
what employers are looking for. Here are the best tips on creating successful
curriculum vitae for your career:
1.Choose the Right Format
Like with any resume application, you should always choose the right
format for your particular industry and position. There are a number of ways
in which you can structure properly laid out curriculum vitae, according to
your industry and qualifications. Always remember, when choosing the right
format, that you make sure your largest and most significant strengths are
highlighted over your possible weaknesses-from an employer’s point of view.
Moreover, do your best to choose a template that focuses on just this-whether
it will be your skills that you are most proud of, or the experience you have
had in your field-it should all have its proper place of priority in your CV.

20
 2.Include the Right Information
Make sure when creating a curriculum vitae for your career that all of
the information such as dates, employers, publications, and departments and
drees are listed in a way that is absolutely accurate and truthful. Why?
Simply, because especially in a field where there is so much technical and
specialized experience to review; employers must make sure that it is truthful
and will check. If they cannot find the information from research, they might
likewise believe that you lied; and discount you altogether from a possible
position that they would have otherwise considered you for.
3. Customize the CV
Just as one should customize a standard resume for the job that they
want, so should someone seeking a position in which the CV format is
required. Make sure to carefully review all specifications and requirements of
the job posting to which you are applying, and revise your CV accordingly.
Any employer can tell if you have just sent your CV blindly to a handful of
different positions with generalized interest-and might likely think you are
not motivated enough for the position they have open.
4. Proofread
Make sure that at all costs, you proofread your curriculum vitae for
misspellings, wrong terminology, and awkward sentence structure to ensure
the whole document is as grammatically sound as possible. Remember that
your CV is the first impression that an employer ill likely get of you, and you
want to look as professional and qualified as possible. This said, have another
also review your CV for any errors or places in which it can be optimized.
5. Be Concise
Lastly, when creating your CV, make sure that-while you have a lot of
detailed information to include-that you are as concise as possible. While
employers want to see that you are aptly qualified for their position with a
working list of education and experience intact; they do not want a life history
that spans many pages. You can make your CV slightly longer than you
might a standard resume, but probably no more than three pages to ensure
that a potential employer does not lose interest.

21
Дарси 3.
Грамматика: Indefinite Pronouns.
Матн: Applying for job. Succesful interview for a job.
Ҷонишинҳои номуайяни
some, any, much, many, a lot of, little, few
Ҷонишини some ва any дар забони тоҷикӣ чун «якчанд, ягон,
каме» тарҷума мешавад. Аммо some дар ҷумлаҳои тасдиқӣ истифода
шуда, any дар ҷумлаҳои инкорӣ ва саволӣ корбаст мешавад.
ANY

I don`t want any

Have you any s?

There are no any s in the zoo.

Are there any s in the street ?

SOME

I have some s

Give me some s

We see some s

They have some s

There are some s on the tree.
SOME ё ANY
1. We haven`t got______milk.
2. Bob likes ______sugar in his tea.
3. She has_____money.
4. Are there ______pictures in his book?
5. I cannot see ______children in the yard.
6. I need_____carrots, onions and cabbage.
7. There is no______tea in my cup.
8. He has _____modern hats at home
MANY, MUCH, A LOT OF дар забони тоҷикӣ чун бисёр, зиёд
тарҷума шуда, аммо MANY бо исмҳои шуморидашаванда ва, MUCH бо
исмҳои шумориданашаванда, аммо A LOT OF бо ҳар ду гурӯҳи исмҳо
истифода мешавад.
MANY
We don`t need many s in the room.
22
 I don`t eat many s.
There are many s in the kitchen-garden.

I see many s in the yard.

MUCH

Do you have much ?

There is no much in the tap.
You must not eat much .
I don`t drink much .
MUCH ё MANY
1.She ate __ice-cream and has got a sore throat.
2. Have you _____work to do?
3. There are_____many apples on the plate.
4. I spend _____time for reading.
5. Children have brought_____mushrooms.
6. Pupils have ______questions.
7. He made _____ mistakes in reading.
8. Do you have_____money?
Ҷонишинҳои LITTLE ва FEW ба забони тоҷикӣ чун каме ва
камтар тарҷума мешавад. Аммо FEW бо исмҳои шуморидашаванда ва
LITTLE бо исмҳои шумориданашаванда истифода мешавад.
FEW

There are few s in the zoo.

There are few s in the vase.

I can see few s on the farm.

There are few s in my schoolbag.

LITTLE

There is little in the sauce-pan.

We can see little in the darkness.

I have little in my pocket.

There is little in the river.

LITTLE ё FEW
1. There is ______milk in the bottle.
23
 2. He has ______English books at home.
3. Give me ______money, I haven`t got any.
4. We have very _____time, hurry up!
5. She received _____letters from her granny.
6. I have _____work for today.
7. There is _____salt in the soup.
8. Put _____ lemons in your basket.

1. What is required to apply for a job?

2. What is the most difficult part to get a job?

Applying for a job

Getting a job begins with locating and applying for jobs that will
advance your career plans. It also involves convincing employers that you are
the best applicant for their job openings. The way you apply for a job and
present your qualifications can greatly influence an employer’s impression of
you. Therefore, you should know how to contact employers, how to complete
application forms, and how to make a good impression in job interviews.
All these skills can improve your chances for employment. Most
employers consider several applicants for each job opening. One of the most
common ways to learn about job opportunities is by word-of mouth. Many
jobs are filled by people who have heard of job openings from friends,
relatives, teachers and others.
Another way to locate job opportunities is through the classified section
of newspapers. Many professional newsletters, magazines, and other trade
publications carry advertisements for job openings. From such
advertisements you can learn what profession, skills, and experience are
necessary for the job. Information about job openings is also available from
employment agencies.
You first contact with an employer will be either to apply for a known
job opening or to find out if any jobs are available. Your contact with
employers should be effective and orderly. The most common ways of
contacting employers are by mail, by telephone, and by personal visit to an
employer’s office.
Getting a job is a very hard period in the life of most people. Companies
choose an employee according to special rules, that’s why there’re special
factors, influencing on employer’s choice. Among such factors are: age,
gender, experience, family background and marital status, personality.

1. Explain the following.

1) locating and applying for a job 4) chances for employment
2) job openings 5) to carry advertisements
3) to contact an employer 6) to choose an employee

24
2. Match the English word combinations with the Russian equivalents.
1. to apply for a job a. связаться с работодателем
2. to advance a career b. молва
3. to contact an employer c. быть доступным в агентстве по
4. to consider several applicants найму
5. the most common way d. подавать заявление о приеме на
6. word-of mouth работу
7. to be available from an e. рассматривать нескольких
employment agency кандидатов
f. продвижение по служебной
лестнице
g. самый обычный способ
3. Fill the gaps with the suitable words and define parts of speech.
a) avail b) available c) unavailable d) availability
1. Unfortunately, the Career section you are trying to access is ______ for the
moment. 2. I will check the ______ of my staff for that date. 3. I tried to
_______ myself of this opportunity to improve my English. 4. Match your
strengths with ______ jobs.
4. Answer the questions below.
What job are you thinking of applying for?
What are you worried about?
Do you want to work full-time or part-time?
Do you have a job now?
Do you want to change your job?
5. Mark the main ideas of the text and retell it in English.
Language Work
1. Look and memorise the words:
a) to employ – нанимать (на работу); использовать
an employer – наниматель, работодатель
an employee – служащий, работающий по найму
More than 2,000 people are employed in the industry.
Employers consider several applicants when they want hire a new employee.
b) to advertise – рекламировать, помещать объявление
advertisement – реклама, объявление
Many companies advertise jobs on the Internet.
Big companies often pay celebrities to appear in their advertisements.
c) available – наличный, имеющийся в распоряжении
availability – наличие
Part-time jobs are available for college students.
Many companies choose to produce abroad because of the low labour costs
and the availability of skilled labour.
2. References to the advert:
I see from your advertisement in the … (newspaper) that you have a
vacancy for a …
It was with great interest that I read the advertisement for …
I was interested to learn that your company wishes to recruit …
25
3. Applying for a job:
I should like to apply for the position of …
I wish to apply for the job of …
4. Request of a vacancy
I would be interested to know whether you have a vacancy for …
I am looking for a position in …

1. How do people prepare for a job interview?

2. What items do people bring to job interviews?
A Job Interview
When you apply for a job, you will need to go on interviews to meet with
employers face to face. Personal characteristics are evaluated through
interviews.
The interview helps the employer to find out if you are the best person
to hire for the job.
The interview is probably the hardest part of getting a job. If you are
invited to attend an interview, confirm the appointment by letter, telephone
or email.
There are some recommendations, which can help you. If you’re to go
to an interview tomorrow, sleep well before it. Take your CV and application
form to the interview. Sometimes the person who is interviewing you has not
seen it. You should choose corresponding dress code for the interview – first
impressions are important.
Read annual report of the company, use the Internet to research about
the company to show your understanding of the corporate strategy on the
interview.
Prepare answers for questions which you think the interviewer may ask
you. In particular, think of examples of your achievements in previous jobs
or while at university, and how you have managed difficult situations. Think
about your personal strengths and weaknesses, and how you would describe
your personality.
Prepare a list of questions which you may want to ask the interviewer.
Possible subjects include the company, the job, working hours and holidays,
responsibilities.
Ask yourself why the company should choose to employ you, instead of
the other people who are applying.
The first interview may be followed up over the phone. From there it is
a short wait until the company calls back with their offer, or mails a rejection.
Statistics say that personal characteristics are often more important than
professional qualifications on the interview. Show willingness to study and
work and show loyalty to the company. Speak loudly and emphasize
important aspects of your education and work experience.
On the interview you are asked questions, and the way you answer will
show what kind of person you are and if your education, skills and experience
are suitable for the job and match what they’re looking for.

26
 Tips for a Successful Interview
Job interviews can be stressful; however, with the proper planning and
preparation, you can get the job.
Before the Interview:
Research the company and prepare relevant questions. Interviewers
appreciate when job candidates demonstrate interest in the company and the
available position.
Organize all paperwork, including your resume, and references from
previous employers.
Plan responses to common interview questions. Prepare for questions
about your salary expectations by finding out how much employees in the
position you are applying for are typically paid.
During the Interview:
Make a good first impression by arriving on time for the interview. Make
sure to dress in clean and professional attire. Be polite and use the
interviewer’s name when speaking.
Respond to all questions clearly. Interviewees should provide solid
examples of how their previous experience relates to skills needed for the new
position. Also, be sure to explain your future career goals.
After the interview:
Follow up immediately with a thank-you note restating your interest in
the position.
Employers may request a call-back to obtain more information.
1. Mark the following statements as true or false.
1. A job candidate should ask about the company during the interview.
2. Interviewees make a good impression by dressing professionally for the
interview.
3. A call-back is a typical way for job candidates to follow up after an
interview.
2. Fill the gaps with the suitable words or phrases: interview, followed up,
salary, resume, interviewee
1. Mac _________ by thanking his interviewer.
2. After the _________, Ms. Mills wasn’t sure if Tara was right for the
position.
3. Mary’s _______ lists her professional background.
4. Mr. Jones is paid a good _________.
5. The _________ arrived early and waited until the manager was ready.
3. Choose the correct words or phrases.
1. interviewer / job candidate
A. The ________ was impressed by Ms. Jones and offered her the job.
B. Mr. Cruz decides to interview the __________.
2. attire / paperwork
A. The dress code requires professional ________.
B. Ms. Jessup had to fill out some __________ before she could begin her new
job.
3. reference / call-back
27
A. Traci received a _________ after the interview.
B. Jason asked Ms. Watson if he could list her as a ________ on his job
application.
4. thank-you note / job offer
A. Bob declined the _______because he found a position at another company.
B. Paige sent Mr. Trujillo a _________ for helping her complete the project.
The sample of an Interview:
Andrew Brandon has a job interview
Interviewer: Good morning, Mr. Brandon. My name is Ms. Martin. Please
have
a seat.
Andrew: Good morning, Ms. Martin. It’s pleasure to meet you.
I.: You’ve applied for the Saturday position, haven’t you?
A.: Yes, Ms. Martin.
I.: Can you tell me what made you reply to our advertisement?
A.: Well, I am looking for a part-time job to help me through university. I
think that I’d be really good at this kind of work.
I.: Do you know exactly what you would be doing as a shop assistant?
A.: Well, I imagine I would be helping customers, keeping a check on the
supplies in the store, and preparing the shop for business.
I.: What sort of student do you regard yourself as? Do you enjoy studying?
A.: I suppose I’m a reasonable student. I passed all my exams and I enjoy my
studies a lot.
I.: Have you any previous work experience?
A.: No. I’ve been too busy with all the subjects to get a good result. But last
summer holidays I worked part-time at a take-away food store.
I.: Now, do you have any questions you’d like to ask me about the position?
A.: Yes. Could you tell me what hours I’d have to work?
I.: We open at 9.00, but you would be expected to arrive at 8.30 and we close
at 6.00 pm. You would be able to leave then. I think I have asked you
everything I wanted to. Thank you for coming to the interview.
A.: Thank you, Ms. Martin. When will I know if I have been successful?
I.: We’ll be making our decision next Monday. We’ll give you a call.
A.: Thank you. Goodbye.
I.: Goodbye, Mr. Brandon.

1. Explain the following.

1) to meet face to face
2) personal characteristics
3) corresponding dress code
4) to manage difficult situations
5) personal strengths and weaknesses
2. Match the English word combinations with the Russian equivalents.
1. to make an appointment a) справляться с ситуацией
2. to advertise goods b) присутствовать на интервью
3. to be suitable for the job c) назначить встречу
28
4. to manage a situation d) удовлетворять требованиям
5. to attend an interview e) рекламировать товары
6. to meet the requirements f) соответствовать работе
3. Choose Do and Don’t on the interview:
 Find out as much as you can about the job beforehand.
 Choose your interview clothing with care.
 Make sure you know where the interview office is and how to get there.
 Be on time, or better, a few minutes early.
 Bring with you certificates, samples of your work and letters of
recommendation.
 Bring a pen; you will probably be asked to fill in an application form.
 Answer all the questions as best as you can, and write neatly.
 Answer every question the interviewer asks. Be clear.
 If you do not know something about the job, admit it. Stress that you
are willing to learn.
 Show some enthusiasm when the job is explained to you.
 Ask questions at the close of the interview (for instance, about hours,
pay, holidays, or if there is a training programme).
 Walk into the interview chewing gum or smoking.
 Shake hands with the interviewer.
 Answer ‘Yes’ or ‘No’ or shrug.
 Sit down until you are invited to.
 Have a drink beforehand to give you courage.
4. Fill the gaps with the suitable words: advertise, resume, personal,
applicants, qualification, an employment agency.
1. We are going to interview three ______ for the position.
2. If you need an applicant for this position, ________ in a special section of
the local newspaper.
3. She has a good _______ for the position: a college degree, wide experience.
4. I want to find a new secretary, so I’ll call __________.
5. If you are an applicant for the position, you have to write your ________.
6. Don’t ask him ________ questions, it will be impolite.
5. Answer the questions below.
 How to create a good impression at an interview?
 Why is an interview the most difficult part to get a job?
 What is required to prepare properly for an interview?
 Is it necessary to memorize all the answers beforehand?
 What does the saying mean “You never get a second chance to make
a first impression”?
 What is meant by personal characteristics?
6. You are applying for a job as … (a manager, a book-keeper, an accountant,
a financial analyst assistant, any job you want). Practice the following interview
questions.
1. Can you tell me a little about yourself?
2. What kind of training or experience do you have in this field?
29
3. Do you have a job now?
4. What are your responsibilities?
5. Why do you want to change your job?
6. Why did you leave your last job?
7. What do you think are your strong points (greatest strengths)?
8. What do you consider to be your weak points (greatest weaknesses)?
9. Why are you interested in this job?
10. Do you want to work full-time or part-time?
11. What salary do you want?
12. Do you have any questions?
Language Work
1. Look and memorize the words:
a) requirement – требование, необходимое условие
to meet the requirements – удовлетворять потребностям
Your qualifications match the job requirements. I meet the requirements for a
position.
b) interview – собеседование, интервью; проводить собеседование
to attend an interview – присутствовать на собеседовании (интервью)
an interviewer – проводящий собеседование
an interviewee – интервьюируемый, дающий интервью
I am getting ready for this job interview.
The interviewer asked him some questions.
They asked the interviewee about his work experience.
c) an appointment – встреча, свидание
to make an appointment – назначать встречу, договориться о встрече
I have an appointment with the director for three p.m.
Please make an appointment with my secretary.
d) to manage a situation – справляться с ситуацией
How would you manage a situation?
e) strength – сильная сторона, достоинство
weakness – слабость, недостаток
What do you consider to be weaknesses (strengths) in the job you are
applying for.
f) rejection – отказ, отклонение
When you apply for a job, it is possible that you may receive a letter of
rejection for the position.
g) to be suitable for the position – соответствовать должности
If an employer can’t find anybody suitable for the position, a personnel office
can help him to find a qualified employee.
h) to evaluate through interviews – оценивать через интервью
(собеседование)
Personal characteristics are evaluated through interviews.
2. Invitation to the interview
We would be grateful if you could come for an interview with Mr Muller
on
Tuesday 4th April at 10 o’clock.
30
3. References to the approval
We are pleased to inform you that …
We have pleasure in informing you that …
Your application for the position of … has been successful.
You have been accepted.
4. References to the rejection
We regret to inform you that your application has not been accepted.
I am sorry to inform you that the position has already been filled.
We are sorry but we have no vacancies at the present time.
5. Job Interview. Decide the best response to your interviewer’s questions.
1. Why should we hire you and not someone with experience?
a) I offer energy, intelligence and loyalty.
b) First come, first served.
c) You need to hire me to get the answer.
2. What do you consider loyalty to a firm?
a) No stealing stationery.
b) Confidentiality and dependability.
c) Coming to work.
3. What are your weaknesses?
a) I can’t resist chocolate cake.
b) Expecting others to be as honest as I am.
c) Always arriving late for meetings.
4. Why do you want this job?
a) It is a job with prospects.
b) It pays well.
c) My friend works here; he likes the company.
5. Where would you like to be in five years?
a) I don’t know.
b) Running the company.
c) In a challenging position with responsibility.
6. Why do you want to work for this company?
a) I’ve been unemployed for too long.
b) Well, I’ve heard that it’s a company that pays its employees well.
c) It’s a company with future.
7. How did you hear about this vacancy?
a) I researched your company and rang Human Resources.
b) A friend of a friend told me about it.
c) My brother works here.
8. Have you looked at our website?
a) Yes. It is very comprehensive.
b) Not yet, but I will after the interview.
c) Do you have a website?
9. We need someone now, not in three months. Could you begin earlier if you
were offered the job?
a) My present company will not allow it.
b) Well, that is a question I didn’t expect.
31
c) If I were offered this job, I would try.
10. Do you like working with your current boss?
a) No. I think he can’t manage people.
b) No. He is too aggressive and lazy.
c) No. However, I’ve learnt a lot from him.
11. During the busy summer period we all work every weekend. Would you have
a problem with this?
a) I would hope to arrange a system so that not everyone has to work every
weekend.
b) I’m a team player and would be prepared to work when necessary.
c) I have holidays booked and enjoy my free time too much.
12. Why do you think we should employ you?
a) Some other company will if you don’t.
b) I believe you won’t find anyone better than me.
c) I believe I’m the best person for the job.

6. A Successful Interview. Match the questions to the answers.

1. Why are you leaving your
present job?
2. How do you evaluate success?
3. What are your salary
expectations?
4. What do people most criticize
about you?
5. Do you prefer to work alone or
in a team?
6. Do you tell your boss if he is
wrong?
7. What motivates you?
a) I am comfortable in both
situations.
b) I would like to know more
about the job, please.
c) Ensuring our clients get the best
service.
d) It depends on the situation and
what he is about.
e) Meeting goals and having
satisfied colleagues.
f) There is no on-going criticism. I
learn from my mistakes.
g) There are now no new challenges
for me.

32
Дарси 4.
Грамматика: The Vebs.
Матн: Supervisor.

Verbs

Simple Derived Compound (Complex) Composite

Содда Сохта Мураккаб Таркибї

clean [kli:n] тоза кардан run [rʌn] давидан

do [du:] кардан speak [spi:k] гап задан
live [lıv] зиндагї кардан take [teık] гирифтан
Феълњои сохта ба воситаи пасванду пешванд сохта мешаванд, ки ин
пасванду пешванд ба баъзе исмњо, сифатњо, зарфњо њамроњ шуда, феъл
месозад ё ба феъл њамроњ шуда, феъли нав месозад.
special [‘speʃəl] - махсус memorize [meməraız] - азёд кардан,
specialize [speʃəlaız] - муайян ба ёд нигоњ доштан
кардан just [dʒʌst] - њозир, худи њозир
fright [fraıt] - тарс justify [‘dʒʌstıfaı] - тасдиќ кардан
frighten [fraıtn] - тарсонидан appear [əʹpıə] - њозир шудан
short [ʃᴐ:t] - кўтоњ, мухтасар, disappear [dısə’pıə] - гум шудан
ихтисоршуда read [ri:d] - хондан
shorten [ʃᴐ:tn] - кўтоњ кардан, misread [mıs’ri:d] - нодуруст хондан
мухтасар кардан, ихтисор кардан take [teık] - гирифтан
pure [‘pjuə] - тоза, соф, мусаффо retake [rıtelk] - аз нав гирифтан
purify [‘pjuərıfaı] - тоза кардан tell [tel] - гуфтан
memory [memərı] - ёд, њофиза retell [rıtel] - наќл кардан (дубора)
хотира, зењн
Феълњои мураккаб иборат аз ду калима мебошанд:
baby [beıbı] + sit [sıt] - кўдак + нишастан
baby-sit [beıbısıt] - кудакро нигоњ кардан
white [waıt] + wash [wᴐʃ] - сафед + шустан
whitewash [waıtwᴐʃ] - сафед кардан
Феълњои мураккаб иборат аз ду калима мебошанд:
baby [beıbı] + sit [sıt] - кўдак + нишастан
baby-sit [beıbısıt] - кудакро нигоњ кардан
white [waıt] + wash [wᴐʃ] - сафед + шустан
whitewash [waıtwᴐʃ] - сафед кардан

33
 Феълҳои серистеъмоли англисӣ

to answer - ҷавоб to leave - тарк to set - гузоштан,

додан кардан, мондан насб кардан
to ask - пурсидан to let - иҷозат додан to show - нишон
to begin - оғоз to like - маъқул додан
кардан будан to sing - сурудан
to bring - овардан to live - зиндагӣ to sit - нишастан
to buy - харидан кардан to speak - гап задан
to call - занг задан, to look - нигоҳ to stand - истодан
ҷеғ задан кардан to start - сар кардан
to come - омадан to love - дӯст to take - гирифтан
to do - кардан доштан to talk - сӯҳбат
to eat - хӯрдан to make - сохтан, кардан
to find - ёфтан кардан to tell - гуфтан
to get - гирифтан to move - ҳаракат to think - фикр
to give - додан кардан кардан
to go - рафтан to need - эҳтиёҷ to try - кӯшиш
to have - доштан доштан кардан
to hear - шунидан to play - бозӣ to turn - гаштан
to help - ёрӣ додан кардан to use - истифода
to hold - доштан to put - гузоштан кардан
to keep - нигоҳ to read - хондан to want - хостан
доштан to run - давидан to work - кор
to know - донистан to say - гуфтан кардан
to see - дидан to write - навиштан
Ҷонишини нафсӣ бо феълҳо:
to amuse oneself - хушҳолӣ кардан
to behave oneself - боадабона рафтор кардан
to collect oneself - худро ба даст гирифтан
to enjoy oneself - вақти худро хуш гузаронидан
to find oneself - дучор шудан
to help oneself - зиёфат кардан, гирифта хӯрдан
to pinch oneself - аз бањри чизе гузаштан
to take care of oneself - ба худ эътибор додан

Феъли “to make” дар ибораҳои устувор:

to make a decision - қарор қабул кардан
to make a mistake - хато кардан, ба иштибоҳ роҳ додан
to make an effort - ҷидду ҷаҳд кардан
to make offer - пешниҳод кардан
to make request - талаб кардан, талабидан, хостан
to make a report - маърӯза таҳия кардан
to do a report - бо маърӯза баромад кардан

34
Фарқи феълҳои to wait ва to expect:
to wait - интизор шудан (чизе рӯй медиҳад ё касе меояд)
Hurry up! I am waiting. - Зудтар бош! Ман интизорам.
to expect - мунтариз шудан, нигарон шудан (ба умеди он ки чизе рӯй
медиҳад ё касе меояд)
What did you expect? - Шумо чиро нигаронед?

Феълњои таркибї ба воситаи феъл ва пешоянд, феълу исм, феълу сифат

ва феълњо сохта мешаванд:
сall [kᴐ:l] + up [ʌp] занг задан дар
боло, ба боло
соme [kʌm + in [ın]
омадан дар (дар дохил)
go [gəu] + out [aut]
рафтан берун (дар беруни)
lie [laı] + down [daun]
дурўѓ дар зер, дар (ба) поён
plug [plʌg] + in [in]
пўк дар (дар дохили)
switch [swıtʃ] + on [ᴐn]
калидак дар болои (чизе)
have [hæv] + breakfast [brekfəst]
доштан нањорї, субњона
have [hæv] + dinner [dıə]
доштан хўроки пешин
call up [kᴐ:l ʌp] - занг задан
сome in [kʌm ın] - даромадан, ба
сари њокимият омадан
go out [gə aut] - баромадан
lie down [laı aut] - дароз кашидан
plug in [plʌg in] - васл кардан
switch on [swıtʃ ᴐn] - фурўзон
кардан
have breakfast [hæv brekfəst] -
нањорї хўрдан
have dinner [hæv dınə] - хўроки
пешин хўрдан

ACTIVE VOCABULARY
supervision – руководство, роњбарї
research~ – тањќиќ, илмї, исследование
dual~ – дукарата, двойное
supervisor – роњбар, руководитель
research~/adviser – роњбари илмї, мушовир, научный руководитель
thesis/dissertation – рисола, диссертация (Брит./Ам.)
production of a ~ – навиштани рисола, написание диссертации
experienced (in) – таљрибадор, имеющий опыт (в)
to design work on the thesis – корро тибќи рисола ба наќша гирифтан,
спланировать работу по диссертации
expertise – донишњои махсус, специальные знания
expert in the chosen area of research – мутахассис дар соњаи
интихобшудаи тањќиќот, специалист в избранной области
исследования
to work closely – њамкорї кардан, работать в тесном сотрудничестве
to guide – роњнамої кардан, направлять, руководить
35
guidance – роњнамої, руководство
to formulate one’s research proposal – силки пажўњиши касеро ба шакли
муайян даровардан, формулировать направление исследования
to define a programme of research – барномаи тањќиќотро муайян кардан,
определить программу исследования
research interests – завќи илмї, научные интересы
throughout the period of study – дар давоми пурраи таълим, во время всей
учебы
responsibility – љавобгарї, масъулият, ответственность
retain the prime~ – масъулияти хоса бар ўњда доштан, нести основную
ответственность
to share~ – ўњдадориро бо њам додан, разделить ответственность
to gain success – ба дастовард ноил шудан, муваффаќ шудан, добиться
успеха
to be acquainted (with) – донистан, шинохтан, знать, быть знакомым с
procedure and regulations – расму ќоида, тартиб ва ќоидањо, процедура и
правила (защиты диссертации)
a stimulating research environment – шароити мусоид барои тањќиќот,
благоприятные условия для исследования
to provide training in research – дар соњаи тањќиќоти илмї таъмин
кардани таљрибаомўзї, предоставить подготовку в области научных
исследований
to monitor progress – пешрафтро назорат кардан, следить за прогрессом
to provide feedback – робитаи мутаќобила таъмин кардан, обеспечить
обратную связь
approach (to) – нуќтаи назар, муомила, муносибат, подход (к)
innovative~ – нуќтаи назари навоварї, новаторский подход
comprehensive~ – нуќтаи назари њамаљониба, всесторонний подход
to be involved in – ба ин ё он фаъолият машѓул будан, быть вовлеченным
в какую-либо деятельность
to complete one’s research – тањќиќотро ба анљом расонидан, завершить
исследование
completion of one’s studies – анљоми тањќиќ, завершение исследования
Supervisor
Any research conducted by a postgraduate student is supervised by a
competent researcher with an advanced academic degree.
When you are offered a place on any of our research degrees, you
carefully match with an appropriate supervisor who will be experienced in the
field of your research interests. Your supervisor(s) will help you in
formulating your research proposal and give you assistance towards
successful and timely completion of your studies. Many universities will offer
dual supervision or a supervisory panel. In addition, students working in
most of the Schools in the Sciences and Life Sciences will be part of a research
group. We believe that this provides the opportunity for you to gain access
to wider expertise and support.

36
 Your Supervisor is usually the most important academic person-
resource in your postgraduate program. He is appointed from the School’s
academic staff. He is also your first point of contact for a range of questions,
including professional development and administrative procedures.
The main activity is, of course, independent study and the production of
a thesis based on it. As a research student, you will work closely with a
supervisor who will guide and advise you throughout your period of study.
The supervisor will also guide you in writing your thesis, but you retain the
prime responsibility for your own work. University has approved policies on
supervisory practice which set out how the responsibilities are shared between
student and supervisor. In addition to your own independent study, you will
take part in the general research life of your department, and may be involved
in research seminars, colloquia and other activities with your colleagues and
with academic staff. At the end of your period of study, you will present your
thesis for examination and be given an oral examination on it.
We regard the support of the supervisor as crucial in assisting you to
complete your programme of study successfully and within the permitted
length of time. However, it is also important to remember that, whatever the
discipline, a research degree is an opportunity to carry out an independent
and original piece of work. Supervisors can offer advice and guidance, but
they will not tell you exactly what to read or how to design and carry out
work on your thesis.
Your supervisor should be acquainted with procedures and regulations
of writing and defending your thesis. It is expected that a supervisor and a
student meet at regular intervals so that the supervisor may advise and inform
about the development of the research project. He establishes a stimulating
research environment, gives advice on the choice of project and planning,
ensures that appropriate facilities are available, provides training in research,
consults the postgraduate, continuously monitors progress and provides
structured feedback. Usually a supervisor remains aware of the student's
situation and needs.

1. Mark the following statements as true or false.

1. Supervisor will not help you in formulating your research proposal.
2. Supervisor gives you assistance towards successful and timely completion
of your studies.
3. A lot of universities will not offer dual supervision or a supervisory panel.
4. Students working in most of the Schools in the Sciences and Life Sciences
will be part of a research group.
5. The supervisor will also guide you in writing your thesis, and you don’t
retain the prime responsibility for your own work.
6. Usually supervisor is appointed from the School’s academic staff.
7. University has approved policies on supervisory practice which set out
how the responsibilities are shared between student and supervisor.
8. Usually a supervisor doesn’t remain aware of the student's situation and
needs.
37
9. A supervisor and a student meet at regular intervals.
2. Fill the gaps with the suitable words or phrases: offer advice … guidance,
procedures … regulations, research environment, be acquainted, complete …
successfully, research degree, monitors progress, carry out work, remains
aware, research project, provides training;
We regard the support of the supervisor as crucial in assisting you to …
your programme of study … and within the permitted length of time.
However, it is also important to remember that, whatever the discipline, a …
… is an opportunity to carry out an independent and original piece of work.
Supervisors can … … and …, but they will not tell you exactly what to read
or how to design and … … … on your thesis.
Your supervisor should … … with … and … of writing and defending
your thesis. It is expected that a supervisor and a student meet at regular
intervals so that the supervisor may advise and inform about the development
of the … … . He establishes a stimulating … …, gives advice on the choice of
project and planning, ensures that appropriate facilities are available, … …
in research, consults the postgraduate, continuously … … and provides
structured feedback. Usually a supervisor … … of the student's situation and
needs.
3. Explain the following.
 supervision  expert in the chosen area of r
 research esearch
 supervisor  to work closely
 thesis/dissertation  to guide
 to design work on the thesis  to formulate one’s research p
 expertise roposal
4. Match the English word combinations with the Tajik-Russian equivalents.

1. research interests a) ба дастовард ноил шудан,

2. throughout the period of study
3. responsibility
4. retain the prime responsibility
5. to share responsibility
6. to gain success
7. to be acquainted (with)
8. procedure and regulations
38
муваффаќ шудан, добиться
успеха
b) ўњдадориро бо њам додан,
разделить ответственность
c) завќи илмї, научные интересы
d) дар давоми пурраи таълим, во
время всей учебы
e) расму ќоида, тартиб ва
ќоидањо, процедура и правила
(защиты диссертации)
f) љавобгарї, масъулият,
ответственность
g) масъулияти хоса бар ўњда
доштан, нести основную
ответственность
h) донистан, шинохтан, знать,
быть знакомым с

5. Fill the gaps with the suitable words: writing … thesis, period of study,
responsibilities are shared, work closely with, period of study, research life,
supervisory practice, oral examination, research student, academic staff,
independent study
The main activity is, of course, … … and the production of a thesis
based on it. As a … …, you will … … … a supervisor who will guide and
advise you throughout your … … … .
The supervisor will also guide you in … your …, but you retain the
prime responsibility for your own work. University has approved policies on
… … which set out how the … … … between student and supervisor. In
addition to your own independent study, you will take part in the general …
… of your department, and may be involved in research seminars, colloquia
and other activities with your colleagues and with … … .
At the end of your … … … , you will present your thesis for
examination and be given an … … on it.
6. Answer the questions below.
1. Who will be experienced in the field of your research interests?
2. Who offers dual supervision?
3. Who appoints your supervisor?
4. What are the main activities of a student/researcher?
5. Whom do you share the responsibilities during your research period with?
6. What kind of activities do you need to carry out in front of your
department?
7. Who can offer advice and guidance?
8. What does a supervisor establish?
9. What type of exams do you need to take?
10. Are you responsible to retain the prime responsibility for your own work?

7. Match the English word combinations with the Tajik-Russian quivalents.

1. stimulating research environment b) робитаи мутаќобила таъмин
2. to provide training in research
3. to monitor progress
4. to provide feedback
5. approach (to)
6. to be involved in
7. to complete one’s research
8. completion of one’s studies
a) анљоми тањќиќ, завершение
исследования
кардан, обеспечить обратную
связь
c) тањќиќотро ба анљом расонидан,
завершить исследование
d) дар соњаи тањќиќоти илмї
таъмин кардани таљрибаомўзї,
предоставить подготовку в
области научных исследований
e) пешрафтро назорат кардан,
следить за прогрессом

39
f) шароити мусоид барои
тањќиќот, благоприятные условия
для исследования
g) нуќтаи назар, муомила,
муносибат, подход (к)
h) ба ин ё он фаъолият машѓул
будан, быть вовлеченным в
какую-либо деятельность

40
Дарси 5.
Грамматика: The Present Simple, Present Continous and Future simple.
Матн: My scientific research work

Present Simple Tense

Замони зикршуда дорои мавридҳои хоси истифода мебошад.
1. Барои ифодаи амалҳои ҳаррӯзае, ки дар ҳаёт ба сурати одат, такрорёбӣ
ва расм анҷом меёбад:
I usually go to school by bus.
Ман одатан бо автобус ба мактаб меравам.
He runs every day.
Вай ҳаррӯз медавад.
We get up at 7 a.m every day.
Мо ҳаррӯз соати 7 аз хоб бармехезем.
Does he smoke? No, he doesn’t.
Оё ӯ сигор мекашад? - На, намекашад.
This room is cleaned every day.
Ин ҳуҷра ҳаррӯз тоза карда мешавад.
2. Барои ифодаи амал, ҳолат ё вазъияте, ки ҳамеша ё бештар ба дурустӣ
(как факт) қабул шудаанд:
Yan comes from Japan./Yan is from Japan.
Ян аз Ҷопон меояд. Ян аз Ҷопон мебошад.
My father is a dentist.
Падарам пизишки дандон аст.
They have three children.
Онҳо се фарзанд доранд.
My brother usually does the dishes when my mom is away. Вақти модарам
аз хона берун будан, бародарам зарфҳоро мешӯяд.
Jack loves football.
Ҷек футболро дӯст медорад.
3. Барои баёни ҳақиқате, ки чанд муддат давом дорад:
I work in a shop.
Ман дар як мағоза кор мекунам.
She lives in a small cottage.
Ӯ дар як кулба зиндагӣ мекунад.
Susan is on a diet for 3 months.
Сюзан се моҳ инҷониб парҳез мекунад.
The earth planet is said to be in danger.
Мегӯянд, ки сайёраи замин дар хатар аст.
4. Шарҳи қонунҳои табиат ва таҳқиқоти илмие, ки ҳамеша собит ё
такрор мешаванд.
The Earth orbits the Sun.
Замин дар атрофи офтоб чарх мезанад.
The sun shines from the east and sets in the west.
Офтоб аз шарқ тулӯъ мекунад ва дар ғарб ғуруб мекунад.
41
Some animals migrate in winter.
Баъзе ҳайвонот дар зимистон ҳиҷрат мекунанд.
Dogs bark.
Сагҳо вак-вак мекунанд.
Horror movies have negative effects on children.
Филмҳои ваҳмнок ба кӯдакон таъсири манфӣ доранд.
5. Ифодаи мақсад ё амалҳое, ки дар оянда рӯй медиҳад. Ҳамчунин
зарфҳои next week, tomorrow, tonight, this morning ва ғайра ифодагари
воқеаҳои замони оянда буда, баҳри татбиқи замони ҳозира мавриди
истифода қарор гиранд.
He comes here tomorrow.
Ӯ пагоҳ инҷо меояд.
I talk to him tonight.
Ман имшаб бо ӯ сӯҳбат мекунам.
What time does your plane take off this morning?
Имрӯз пагоҳӣ соати чанд ҳавопаймои шумо парвоз мекунад?
The new supermarket opens next week.
Супермаркети нав ҳафтаи оянда кушода мешавад.
He is taken to hospital tonight. Имшаб ӯро ба беморхона мебаранд.
6. Барои шарҳи гузоришҳои варзишӣ, филм, воқеа ва рӯйдодҳо истифода
мешаванд:
John passes the ball to Johnny, but Johnny misses it. Ҷон тӯбро ба Ҷонӣ
медиҳад, аммо Ҷонӣ онро аз даст медиҳад.
She plays her role marvelously. Ӯ нақшашро олиҷаноб мебозад.
Harry Potter raises his magic stick. Ҳарри Потер асочаи ҷодуияшро боло
мебардорад.
Killing a man really requires a heart of stone. Куштори як инсон воқеан
қалби сангинро мехоҳад.
7. Барои ифодаи ахбор, номи мақолаҳои рӯзнома ва маҷаллаҳое, ки шояд
дар замони гузашта қарор гирад ё мазмунан замони ҳозираро баён кунад.
President Henry resigns. Раиси ҷумҳур Ҳенрӣ истеъфо дод.
Japan’s president takes presidential oath.
Раиси ҷумҳури Ҷопон савганди раёсати ҷумҳурӣ ёд мекунад.
Тарзи сохта шудани замони ҳозира
Замони њозираи номуайян Present Indefinite Tense аз масдар
(Indefinite) бе њиссачаи “to” дар њамаи шахсњо ѓайр аз шахси сеюми
шумораи танњо сохта мешавад. Шакли хабарии шахси сеюми шумораи
танњо пас аз масдар пасвандњои “-s” ва [-es] њамроњ карда мешавад, ки
он се хел тарзи хониш дорад:
1.Чун овози [s] пас аз овозњои њамсадои бељаранги [f, k, p, t, o] хонда
мешавад:

42
to drink [drink] - нўшидан → drinks [drinks]
to think [θink] - фикр кардан → thinks [θinks]
to put [put] - гузоштан → puts [puts]
to sit [sit] - нишастан → sits [sits]
2.Њамчун [z] пас аз он овозњои садонок ва овозњои њамсодои
љарангдори [b], [d], [g], [m] талаффуз мешавад:
to open [әup(ә)n] - кушодан → opens [әupәnz]
to read [ri:d] - хондан → reads [ri:dz]
3. Чун [iz] пас аз овозњои шавшувдори [s, z, f, t, d] хонда мешавад:
to memorize [meməraız] - дар хотир нигох доштан
memorizes [meməraızız] - дар хотир нигох медорад
to practice [prᴂktis] - машќ кардан → practices [prᴂktisiz]
to relax [rilᴂks] - дам гирифтан → relaxes [rileksiz]
to wash [wᴐʃ] - шустан → washes [wᴐʃiz]
to watch [wᴐtʃ] - тамошо кардан → watches [wᴐtʃiz]

Present Continuous Tense

Present Continuous Tense бо ёрии феъли to be (будан) дар шакли
Present Indefinite (am, is, are) ва сифати феълии замони њозира (Participle
I) сохта мешавад.
Тарзи сохта шудани ин замон ба таври зерин аст:
Subject + to be + verb + ing
You are cooking.
Ту пухта истодаӣ.
Шакли инкорӣ:
You aren’t (are not) cooking.
Ту пухта наистодаӣ.
Шакли саволӣ:
What are you cooking?
Ту чӣ пухта истодаӣ?
1. Амалҳое, ки дар айни замон иҷро шуда истодаанд:
I’m watching a film on TV now.
Ҳоло ман як филми телевизиониро тамошо карда истодаам.
I‘m not watching a film.
Ман филм тамошо накарда истодаам.
Are you watching a film?
Оё шумо филм тамошо карда истодаед?
Watch out, a car’s coming.
Эҳтиёт шавед, мошин меояд.
It isn’t coming.
Он намеояд.
The boys are sleeping upstairs.
43
Бачаҳо дар ошёнаи боло хоб доранд.
2. Амале, ки дар замони ҳозира рост меояд, аммо на айни ҳол рӯй
намедиҳад:
He‘s studying Spanish and German.
Ӯ забонҳои испонӣ ва итолиёиро меомӯзад.
He‘s not studying French.
Ӯ забони фаронсавиро намеомӯзад.
What languages is he studying?
Кадом забонро ӯ меомӯзад?
They‘re going to a business course.
Онҳо дар курси тиҷоратӣ мераванд.
They‘re visiting museums while you’re here.
Замоне, ки шумо инҷоед, онҳо осорхонаро зиёрат мекунанд.
3. Барои баёни нақшабандӣ дар ояндаи наздик:
I‘m travelling to Paris tomorrow.
Пагоҳ ман ба Париж сафар мекунам.
My son is taking his girlfriend to dinner tonight.
Писарам дӯсташро ба хӯроки шом мебарад.
You‘re going to Italy on holiday this year, aren’t you? Шумо имсол дар
таътилатон ба Итолиё меравед, ҳамин тавр нест?
You aren’t going to Greece. Шумо намехоҳед ба Юнон равед.
Бояд таваҷҷӯҳ дод, ки феълҳое, ки ба ҳиссиёт далолат доранд, ба
мисли see, hear ё афъоле, ки ба майлу рағбат ё хоҳиш далолат мекунанд:
want, like; феълҳое, ки ба фикру зеҳн алоқаманданд: understand, know;
афъоле, ки ба моликият далолат доранд: have
Ҳамчунин амалҳои анҷомёбандаро наметавон дар замони давомдор
овард. Масалан, феъли finish дар ин ё он замони давомдор наметавонад
ояд.
Future Simple Tense
I/ You/ He/ She/ We/ They will see Jane when she comes back from India.
Рӯйдод, кор ё воқеае, ки дар оянда амалӣ мешавад.
We‘ll meet them at the station at six.
Мо онҳоро дар истгоҳ дар соати 6 вомехӯрем.
You‘ll cross the channel by ferry.
Шумо бо киштӣ ҷӯйборро убур хоҳед кард.
Бархе аз феълҳои англисӣ дар худ мафҳуми ояндаро доранд. Аз ин
лиҳоз, ҳангоми ифодаи замони оянда наметавон will/shall-ро истифода
кард. Масалан, want - хостан, hope - умедвор будан, wish - орзу доштан.
Замони ҳозираи сода дар афъоли дар боло зикршуда ба замони оняда
низ ишора дорад.
Дар забони англисї замони оянда (Future indefinite) бо истифодаи
феълњои ёридињандаи “shall”, “will” ва (infinitive) масдар бе њиссачаи “tо”
44
сохта мешавад. Барои шахсњои якуми танњо (I) ва якуми љамъ (we) феъли
ёридињандаи “shall ё will” ва барои шахсњои дуюми танњо (you), сеюми
танњо (he, she, it), дуюми љамъ (you) ва сеюми чамъ (they) феъли
ёридињандаи “will” истифода мешавад:
I shall (will) read this book. Ман ин китобро хоњам хонд.
You will read this book. Ту ин китобро хоњї хонд.
Дар љумлањои саволии “Future Indefinite” феълњои ёридињандаи
“shall” ва “will” пеш аз мубтадо гузошта мешаванд:
Shall I read this book?
Ман ин китобро хоњам хонд (мехонам)?
Will you read this book?
Ту ин китобро хоњї хонд(мехонї)?
Дар љумлањои инкорї, феълњои ёридињандаи “shall” ва “will” пас аз
љонишини шахсї омада, њиссачаи “not”-ро ќабул мекунанд:
I shall (will) not read this book.
Ман ин китобро нахоњам хонд (намехонам).
You will not read this book.
Ту ин китобро нахоњї хонд (намехонї).

ACTIVE VOCABULARY
academic degree – дараҷаи илмӣ, ученая степень
bachelor's degree – дараҷаи бакалавр, степень бакалавра
(post)graduate degrees – дараҷаҳои илмии аз бакалавр боло, учeные
степени выше бакалавра
advanced degree – дараҷаи илмӣ, ученая степень выше степени
бакалавра
master's degree – дараҷаи магистр, степень магистра
doctoral / doctor's degree – дараҷаи докторӣ, докторская степень
honorary degree – дараҷаи илмии фахрӣ, почётная ученая степень
dissertation - рисола, диссертация
Doctor of Mathematics – доктори илмҳои математикӣ, доктор
математики
Doctor of Philosophy – доктори фалсафа, доктор философии
Doctor of Science – доктори илм, доктор наук (почетная степень)
Doctorate – дараҷаи докторӣ, докторская степень
habilitation – тайёри ба фаъолияти илмӣ, подготовка к научной
деятельности
hierarchy – иерархия (тартиботи дарацаҳои мансабу мартаба)
Higher Attestation Commission – Комиссияи олии аттестатсионӣ,
Высшая Аттестационная Комиссия
Lisbon Recognition Convention – Конвенсияи Лиссабон, Лиссабонская
Конвенция

45
Master of Arts – магистри илмҳои ҷомеашиносӣ, магистр
гуманитарных наук (степень магистра в области одной из
гуманитарных дисциплин)
Master of Philosophy – магистри фанни фалсафа, магистр философии
Master of Science – магистри илмҳои табиӣ, магистр естественных наук
(магистр в области одной из естественных дисциплин)
peer-reviewed journals – маҷаллаҳои тақризӣ, рецензируемый журналы
postgraduate – муҳаққиқ, аспирант; студент магистратуры
qualification – шаҳодатнома, диплом; аттестат; свидетельство;
квалификация
quality assurance standards – меъёрҳои таъмини сифат, стандарты по
обеспечению качества
Tertiary education model – модели маълумоти сеюмдараҷа, третичная
модель образования
two-tiered approach – муроҷиати дудараҷавӣ, двухуровневый подход
undergraduate – донишљӯи донишгоҳ ё коллеҷ, студент университета
или колледжа
Postgraduate Education
Postgraduate education (or graduate education in North America)
involves learning and studying for degrees or other qualifications for which a
first or Bachelor's degree generally is required, and is normally considered to
be part of higher education.
The organization and structure of postgraduate education varies in
different countries, and also in different institutions within countries.
In some programs in the traditional German system, there is no legal
distinction between "undergraduate" and "postgraduate". In such programs,
all education aims towards the Master's degree, whether introductory
(Bachelor's level) or advanced (Master's level). The aim of the Bologna
process is to abolish this system and to create the European Higher Education
Area by making academic degree standards and quality assurance standards
more comparable and compatible throughout Europe, in particular under the
Lisbon Recognition Convention.
In most countries, the hierarchy of post-graduate degrees is as follows:
1. Master's degrees(Postgraduate)
These are sometimes placed in a further hierarchy, starting with degrees
such as the Master of Arts and Master of Science, then Master of Philosophy,
and finally Master of Letters(all formerly known in France as DEA or DESS
before 2005, and nowadays Masters too). In many fields such as clinical social
work, or library science in North America, a Master's is the terminal degree.
In the UK, Master's degrees may be taught or by research: taught Master's
include the MSc and MA degrees which last 1 year, whereas the Master's by
research degrees include the MRes (Master of Research) which also lasts 1
year (the difference compared to the MA/MSc being that the research is much
more extensive), and the MPhil (Master of Philosophy) degree which lasts 2
years.
46
 2. Doctorates (Postgraduate)
These are often further divided into academic and professional
doctorates.
An academic doctorate can be awarded as a PhD(Doctor of
Philosophy), or as a DSc(Doctor of Science). The Doctor of Science degree
can also be awarded in specific fields, such as a Dr.sc.math (Doctor of
Mathematics), Dr.sc.agr. (Doctor of Agricultural science), DBA (Doctorate
in Business Administration) etc. In some parts of Europe, doctorates are
divided into the PhD or 'junior doctorate', and the 'higher doctorates' such as
the DSc, which is generally awarded to highly distinguished professors. A
doctorate is the terminal degree in most fields. In the United States, there is
little distinction between a PhD and DSc.
In the UK and countries whose education systems were founded on the
British model, such as the U.S., the master's degree was for a long time the
only postgraduate degree normally awarded, while in most European
countries apart from the UK, the master's degree almost disappeared. In the
second half of the 19th century, however, U.S. universities began to follow
the European model by awarding doctorates, and this practice spread to the
UK. Conversely, most European universities now offer master's degrees
parallelling or replacing their regular system, so as to offer their students
better chances to compete in an international market dominated by European
model.
Russia is in the process of migrating from its traditional tertiary
education model, incompatible with existing Western academic degrees, to a
modernized degree structure in line with Bologna Process model. (Russia co-
signed the Bologna Declaration in 2003.) In October 2007 Russia enacted a
law that replaces the traditional five-year model of education with a two-
tiered approach: a four-year bachelor degree followed by a two-year master's
degree.
Postgraduate diploma structure so far retains its unique Soviet pattern
established in 1934. The system makes a distinction between scientific degrees,
evidencing personal postgraduate achievement in scientific research, and
related but separate academic titles, evidencing personal achievement in
university-level education.
There are two successive postgraduate degrees: kandidat
nauk(Candidate of science) and doktor nauk(Doctor of science). Both are a
certificate of scientific, rather than academic achievement, and must be
backed up by original/novel scientific work, evidenced by publications in
peer-reviewed journals and a dissertation defended in front of senior
academic board. The titles are issued by Higher Attestation Commission of
the Ministry of Education. A degree is always awarded in one of
23predeterminedfields of science, even if the underlying achievement belongs
to different fields. Thus it is possible to defend two degrees
of kandidat independently, but not simultaneously; a doktor in one field may
also be a kandidat in a different field.

47
 Kandidat nauk can be achieved within university environment (when
the university is engaged in active research in the chosen field), specialised
research facilities or within research and development units in industry.
Typical kandidat nauk path from admission to diploma takes 2–4 years.
The dissertation paper should contain a solution of an existing scientific
problem, or a practical proposal with significant economical or military
potential. The title is perceived as equivalent to Western Ph.D.
Doktor nauk, the next stage, implies achieving significant scientific
output. This title is often equated to the German or
Scandinavian habilitation. The dissertation paper should summarize the
author's research resulting in theoretical statements that are qualified as a
new discovery, or solution of an existing problem, or a practical proposal
with significant economical or military potential. The road
from kandidat to doktor typically takes 10 years of dedicated research
activity; one in four candidates reaches this stage. The system implies that the
applicants must work in their research field full time; however, the degrees in
social sciences are routinely awarded to active politicians.
Academic titles of dotsent and professor are issued to active university
staff who already achieved degrees of kandidat or doktor; the rules prescribe
minimum residency term, authoring established study textbooks in their
chosen field, and mentoring successful postgraduate trainees; special, less
formal rules apply to professors of arts.

TASKS
Task 1. Mark these statements T(true) or F(false) according to the
information in the text. Find the part of the text that gives the correct
information
1. The organization and structure of postgraduate education varies in
different countries.
2. The aim of the Bologna process is to abolish this system and to create
the European Higher Education Area by making academic degree
standards and quality assurance standards more comparable and
compatible throughout the world.
3. In many fields such as clinical social work, or library science in North
America, a Master's is the first degree.
4. An academic doctorate can be awarded as a PhD(Doctor of
Philosophy), or as a DSc(Doctor of Science).
5. Russia follows now the traditional tertiary education model which is
incompatible with existing Western academic degrees.
6. The postgraduate degrees such as kandidat nauk and doktor nauk are
both a certificate of academic, rather than scientific achievement, and
must be backed up by original/novel scientific work.
7. Typical kandidat nauk path from admission to diploma takes 2–10
years.
8. Academic titles of dotsent and professor are issued to active university
staff who already achieved degrees of kandidat or doctor.
48
Task 2. Look through the text and find:
1. two-word expression referring to a position and title within a college or
university that is usually awarded in recognition of the recipient having
a prescribed course of study worthy of his or her admission to the
degree;
2. two-word expression that refers to the degree typically study English,
history, geography, other of the humanities, philosophy, social
sciences, fine arts;
3. two-word expression that means the degree typically studied for in the
sciences including the social sciences;
4. two-word expression that means a postgraduate research degree but is
a lesser degree than a Doctor of Philosophy (Ph.D.);
5. two-word expression referring to a first post-graduate scientific degree
in some former Eastern Bloc countries, such as Russia and Ukraine,
which is awarded for original research that constitutes a significant
contribution to a scientific field;
6. two-word expression that means a higher doctoral degree, the second
and the highest post-graduate academic degree in the Soviet Union,
Russia and in many post-Soviet states. Sometimes referred to as Dr.
Hab.

Task 3. Read the text again, look through the words and phrases in italics and
try to explain their meaning. Complete the sentences
1. ………………… is named after the Bologna Declaration, which was signed
in the Italian city of Bologna on 19 June 1999 by ministers in charge of
higher education from 29 European countries. Today, the Process unites
47 countries – all party to the European Cultural Convention and
committed to the goals of the European Higher Education Area.
2. …………………is, in some countries, the highest academic degree in a
given field of study. This phrase is in common use in the United States, but
is not universal in an international context: the concept is not in general
use in the United Kingdom, for example, and the exact definition varies
somewhat between those countries where the terminology is used.
3. ………………… – tertiary education, also referred to as third stage, third
level, and post-secondary education, is the educational level following the
completion of a school providing a secondary education, such as a high
school, secondary school, university-preparatory school. Higher education
is taken to include undergraduate and postgraduate education, while
vocational education and training beyond secondary education is known
as further education in the United Kingdom, or continuing education in
the United States. Historically, civilian tertiary education was divided
between a minority of traditional wide curriculum universities and a larger
number of narrow specialization institutes (including art schools).

49
4. ………………… or thesis is a document submitted in support of
candidature for an academic degree or professional qualification
presenting the author's research and findings.[2 In some
countries/universities, the word "thesis" or a cognate is used as part of a
bachelor's or master's course, while ………………… is normally applied to
a doctorate, while in others, the reverse is true.
5. ………………… is the highest academic qualification a scholar can achieve
by his or her own pursuit in several European and Asian countries. Earned
after obtaining a research doctorate, such as a PhD, …………………
requires the candidate to write a professorial thesis based on independent
scholarship, reviewed by and defended before an academic committee in a
process similar to that for the doctoral …………………. .

Task 4. Read the text above again and answer the questions. Give extensive
answers to the questions. Use the following expressions to start your answers:
I assume that…; To my mind…; There is no doubt that…;
True enough it’s…; As I see it…; That goes without saying…;
It seems to me there can be no two opinions about this…
1. What can you say about the structure of postgraduate education in
different countries? Is it common or various?
2. What are the main ideas of the Bologna process? Pros and cons.
3. What is the hierarchy of post-graduate degrees in most countries?
4. Is there any difference between Master's degrees in different countries
and in the UK in particular?
5. Is there any distinction between a PhD (Doctor of Philosophy) and
DSc (Doctor of Science)? Prove your point.
6. Do you think the European model offers students better oportunities
in comparison with the British model? Give your reasons.
7. How can you describe a modernized degree structure in Russia? What
is the difference of a new one in comparison with its traditional
tertiary education model?
8. Does the postgraduate diploma structure in Russia retain its unique
Soviet pattern so far? When was it established? What postgraduate
degrees can you name?
9. How can the kandidat nauk degree be achieved? What should the
dissertation paper contain? What Western degree is considered the
equivalent to this title?
10.How can the doktor nauk degree be achieved? What should the
dissertation paper contain? What Western degree is this title often
equated to?
11.What academic titles are issued to university staff who already
achieved degrees of kandidat or doktor?

Task 5. Sum up what the text above says about:

 The Bologna process.
 The hierarchy of post-graduate degrees in most countries.
50
  British model.
 Postgraduate diploma structure in Russia.

Task 6. Read the additional information on the similarities and differences in a

scientist’s status in different countries. Discuss the problems that can follow
the misunderstanding of them
Problems for discussion
1. Bachelor’s degree – How can you achieve it in English-speaking
counties and in Russia?
2. Master’s degree – How can you achieve it in English-speaking
counties and in Russia?
3. Diploma – degree – Are they common in use?
4. Doctor of Philosophy – Kandidat nauk – Are they similar in their
meaning?
5. candidate of science(s) – What are the ways of interpreting this
phrase?
6. senior doctorate – Doktor nauk - Are they similar in their meaning?
7. Doctor of Science (in English-speaking countries) – the Doctor of
Science (in Russia) – What are they common and different in?
8. Professional degrees – Can you find such degrees in Russia? Give the
examples.

Possible language
Talking of ... Similarly/in the same way…
Many people think ... In general…
You’ve probably heard that ... As far as I know…
First of all ... However/nevertherless/but…
Secondly... On the other hand…
Besides that… At the same time…
By the way… In contrast…
And finally… In other words…
And on top of that… To put in other way…
Take for example ... In short/briefly…

Task 7. Read the additional information on the similarities and differences in

positions in different countries and find the Russian equivalents to the
following words /word combinations. Explain the difference in their usage
1. Positions (academic/teaching staff)
1. professor
2. reader
3. lecturer
4. assistant lecturer
5. senior research assistant
6. research assistant/ associate
2. Administrative positions
1. Chancellor/President
51
 2. Vice president
3. dean of faculty
4. head of department
A Scientific Work of a Post-Graduate and Researcher

ACTIVE VOCABULARY
abandon – як сӯ гузоштан, тарк кардан, бросить, оставить
advance to – вусъат додан, тараққӣ додан, инкишоф додан, развить до
carry on a scientific work – кори илмӣ бурдан, проводить н/и работ
generalize –хулоса кардан, обобщать
perform an experiment – таҷрибаомӯзӣ гузаронидан, выполнить
эксперимент
recognition of the problem – гузориши масъала, постановка проблемы
scientific adviser – роҳбари илмӣ, научный руководитель
set up a hypothesis – фарзия баровардан, фарзия пешниҳод кардан,
выдвинуть гипотезу
solve a question – масъала ҳал кардан, решать вопрос
substantiate – исбот кардан, асоснок кардан, доказать, подтвердить
supervision – назорат, роҳбарӣ, наблюдение, руководство
tackle a problem – бо масъалаҳои ҷиддӣ машғул шудан, заниматься
серьёзной проблемой
test in practice – дар таҷриба санҷидан, проверить на практике
validity – арзиш, қимат, ценность

Science matters to every one of us. It affects our everyday lives in

thousands of different ways, and the scientific advances of today will shape
how our lives change in the future.
People around the world are interested in creating wealth, using and
adapting technologies for their own needs.
Particularly for the young, science and modernity are inseparable.
Images of a modern Russia are unthinkable without science, engineering and
technology.
In research institutes, scientific centers, experimental laboratories and
departments thousands of research workers and post-graduates carry on
fundamental researches. They are solving difficult questions, tackling serious
problems, trying to discover new data, new phenomena which in their turn
will lead to new discoveries and studies.
The fundamental aims of any science are:
 to describe facts of nature, natural effects
 to generalize them into a theory.
The time of scientific discovery "by intuition" is over- now any
scientific work is carried on in accordance with scientific method.
The steps in scientific method can be listed as follows:
1. Recognition of the problem.
2. Collection of information (facts or data).
52
 3. Analysis of data and setting up a hypothesis.
4. Performance of test experiment.
5. Substantiation, modification or abandonment of the hypothesis.
Thus any scientific work begins with recognition of the problem.
A researcher must study the problem thoroughly. He gathers the known facts
about the problem and analyses them. Then he tries to extend his thinking
beyond the known facts and set up a hypothesis. Without hypothesis
investigation lacks purpose, and direction. The hypothesis must be proved
experimentally. But at first, a researcher must design (plan) his experiment.
Only experiment may show whether hypothesis is true or not, whether a
scientist should abandon it or advance it to the rank of a theory. Without
theories there is no science. A good theory not only explains but helps to
discover yet unknown things. The validity of any theory can be tested in
practice. The results of the research become completely scientific when they
are published.
A scientific work is carried out under the supervision of a scientific
adviser with whom a post-graduate or researcher discusses the results
obtained. In order to gain the degree of a Candidate a post-graduate must
devote three years to study and research and then defend a thesis.
To obtain a doctorate a Candidate must pursue a course requiring years
of research and study and then defend the second thesis on a more
abstract subject.
Scientific research now is dependent to large extent on sophisticated
experimental installations. It is impossible to imagine any modern scientific
centre without experimental laboratories, without up-to-date experimental
facilities: sophisticated electronic installations, computers for performing
experiments and collecting information.

TASKS
Task 8. Read the text and answer the following questions
1. What are the fundamental aims of any science?
2. What are the steps in scientific method?
3. How can a scientist check his hypothesis?
4. How can the validity of any theory be tested?
5. When do the results of the research become completely?
6. Who supervises a researcher or a post-graduate?
7. What are academic and professional titles?
8. What does scientific research depend on?

Task 9. Match the English word combinations in the left-hand column with the
Russian equivalents in the right-hand column:
1. to publish 1. защищать диссертацию
2. sphere 2. обучаться в аспирантуре
3. research 3. опубликовать
4. to include 4. область

53
 5. importance 5. быть награжденным
6. to develop 6. включать
7. to collaborate 7. (научное) исследование
8. enterprise 8. важность
9. scientific adviser 9. кафедра
10.scientific degree 10.встречать(ся)
11.to be awarded 11.исследовательская
12.department группа
13.to encounter 12.данные (информация)
14.branch 13.разрабатывать
15.research team 14.сотрудничать
16.data 15.участвовать
17.to participate 16.ученая степень
18.to take post-graduate courses 17.научный руководитель
19.to prove a thesis (dissertation) 18.предприятие
19.отрасль

Task 10. Match the words/word combinations in the left-hand column with
their equivalents in the right-hand column that have a similar meaning:
1. device 1. quickly
2. research 2. publications
3. technology 3. instrument
4. branch 4. technique
5. obtain 5. to finish
6. importance 6. to be busy with
7. collaborator 7. field
8. team 8. to get
9. scientific adviser 9. significance
10.to enable 10.to come across
11.thesis 11.information
12.journal 12.to gather
13.to prove a thesis 13.coworker
14.to collect 14.group
15.data 15.supervisor
16.to encounter 16.to defend a dissertation
17.to be engaged in 17.scientific magazine
18.to be through with 18.dissertation
19.scientific papers 19.to allow
20.rapidly 20.investigation

Task 11. Match the words that are different in their meaning:
1. theory 1. simple
2. to obtain 2. low
3. rapidly 3. practice
54
 4. experimentator 4. to give
5. to finish 5. to disable
6. to increase 6. active
7. new 7. slowly
8. experienced 8. theoretician
9. unknown 9. narrow
10.wide 10.famous
11.passive 11.to start
12.to enable 12.to decrease
13.high 13.old
14.complicated 14.inexperienced

Task 12. Make up sentences using the given words and word-combinations:
1) I took post-graduate courses in Mathematical Modeling, Numerical
Methods, and Software.
a) Mathematical Analysis; b) Mechanics of the Liquid, Gas and Plasma; c)
informatics; d) Thermal Physics and Theoretical Thermotechnics; e)
Business Administration; f) Theoretical Physics; g) Biochemistry
2) I am to take the candidate examination in English.
a) in philosophy; b) in the special subject.
3) My scientific adviser received the State Prize.
a) got his Ph.D. degree in Moscow; b) made a considerable contribution
into Theoretical Physics; c) took part in various scientific conferences and
symposia.
4) I take part in annual conferences of our university.
a) in international symposia; b) in making experiments; c) in delivering
lecture in Mathematical Modeling, Numerical Methods, and Software.

Task 13. Agree to the statements of your partner.

Use the following expressions of agreement:
You are right;
You are quite (absolutely) right;
It is quite true that …;
What you say is correct…;
I agree entirely with you…;
N is definitely right when saying that … .
Example: - Mike is a post-graduate student at the department of computer
science of the Tyumen State University.
- You are quite right. He is a post-graduate student.
1. You work under Dr. Petrov, don't you?
2. You have graduated from the Tyumen State University, haven't you?
3. You take part in the research carried on in your department. Am I
right?
4. You have published several research papers in journals, haven't you?
5. You collaborate with your colleagues. Is it true?
55
 6. You have obtained valuable information, haven't you?

Task 14. Disagree to the statements of your partner.

Use the following expressions of polite disagreement:
I'm afraid you are wrong (mistaken);
As a general rule you are quite right, but in this case I think…;
What you say seems to be general opinion, but…;
I agree with you to a certain extent, but…;
A large part of what you say is true, but…;
I disagree with your assessment…
Example: -This research student has already passed all his candidate
examinations, hasn't he?
- I'm afraid you are mistaken. He has only passed his exam in philosophy.
1. His friend has finished the experimental part of his dissertation, hasn't
he?
2. Your colleagues do not assist you in your research. Am I right?
3. The article doesn't contain any valuable information, does it?
4. He has taken part in many international scientific conferences, hasn't
he?
5. My coworker is rather an experimentator than a theoretical, isn't he?
6. He didn't use any new method in his research. Do you agree with me?

Task 15. Agree or disagree to the following statements

Example: - I know (that) University trains post-graduate students.
- Yes, you are right. Besides, our University does research.
- No, I see you are misinformed. Our University does not train post-
graduate students. It trains only undergraduates.
1. I found that almost all collaborators of your department combine
activities in research with experimental work.
2. I believe you base your experiments on theoretical considerations.
3. A doctoral thesis (dissertation) is a serious effort and it must mark a
considerable advance in a given sphere of knowledge.
4. This branch of knowledge has been rapidly developing in the last two
decades.
5. Doctoral candidates are not supposed to pass their examination in a
foreign language.
6. I always discuss the obtained data with my research adviser.

Task 16. Answer the following questions

Example: - I work in close contact with my research adviser. And what
about you?
- I work in close contact with my research adviser, too.
1. I work in close contact with the colleagues of our department. And
what about you?
2. My friend works in close contact with the scientists of the Russian
Academy of Sciences. And what about your colleague?
56
 3. Our University works in close contact with the Moscow State
University. And what about yours?
4. My scientific adviser works in close contact with the scientists of
Germany. And what about your scientific adviser?
Task 17. Ask and answer the following questions:
1. Ask your partner if he/she wants to take post-graduate courses at the
Tyumen State University.
2. Ask your partner what the subject of his/her thesis is.
3. … if he/she published any articles.
4. … where and when he/she published them.
5. … if there is much or little material published on the subject of
his/hers.
6. … if he is engaged in making an experiment.

Task 18. Respond by expressing thanks. Change the roles as you go.
Use the patterns below:
Thank you very much;
Many thanks;
Thanks a lot;
Thank you ever so much;
Thank you for the pleasure;
That’s very kind of you;
You are very obliging;
I’m very grateful to you.
1. It’s a fundamental and fascinating research. You can take part in it.
2. We shall publish your research paper in the next issue of our journal.
3. Your report has made a great impression on the head of our
department. He wants to offer you a position of a senior research
associate in one of our labs.
4. You may consult him on the research next Monday.
5. Your work is of great theoretical and practical significance. We'll give
you additional funds to speed it up.
6. You have asked for an interview with the director of the Institute. The
director of the Institute will receive you next Friday.

Task 19. Make up questions to which the following phrases are the answers.
The dialogue is between a research student and his scientific adviser
Scientific adviser: …?
Postgraduate student: Yes, I did. I tried hard to find the necessary
information in various journals. But I could find nothing.
Scientific adviser: …?
Postgraduate student: Yes, of course. I also looked through English
literature. But my knowledge of English still leaves much to be desired …!
Scientific adviser: …?
Postgraduate student: Of course I will! I‘m going to improve my English by
attending the English language courses at the university.
57
Task 20. Read the following dialogues and make up your own dialogues by
analogy:
Dialogue 1
Peter: Hello, Mike!
Mike: Oh, Peter! Haven‘t seen you for ages! What are you doing here in
Tyumen? I know you live in Omsk.
Peter: You are quite right. But this year I have become a post-graduate
student of the Tyumen State University. Do you remember that I was
interested in research work when a student?
Mike: Oh, yes, I do. And, of course, you want to carry on research in
applied statistics. Am I right?
Peter: Absolutely right you are. I have a particular interest in this field of
knowledge.
Mike: That‘s fine! I congratulate you on a good beginning. They say: "Well
begun is half done". I wish you success in your research.
Peter: Thanks a lot.
Dialogue 2
Post-graduate: What is your opinion of my last article?
Professor: There is a great deal in it that is new, and a great deal that is true
…
Post-graduate: Do you really mean …?
Professor: … but it, unfortunately, happens that those portions which are
new are not true, and those which are true are not new.
Dialogue 3
Post-graduate: I hear you said my new article was the worst I ever wrote.
Professor: No, I didn‘t. I said it was the worst article anybody ever wrote.

Task 21. Read the text and find the answers to the following questions:
a) What does your research deal with?
b) What are you engaged in at present?

Taking a Post-Graduate Course

1. Last year by the decision of the Scientific Council I took post-graduate
courses to increase my knowledge in Mathematical Modeling, Numerical
Methods, and Software. I passed three entrance examinations – in
philosophy, English and the special subject. So now I am a first year post-
graduate student of the Tyumen State University. I'm attached to the
Department of Computer Science. In the course of my post-graduate
studies I am to pass candidate examinations in philosophy, English and the
special subject. So I attend courses of English and philosophy. I'm sure the
knowledge of English will help me in my research.
2. My research deals with system modeling and design. The theme of the
dissertation (thesis) is "Computer-Aided Tools for…". I was interested in
the problem when a student so by now I have collected some valuable data
for my thesis.
58
3. I work in close contact with my research adviser (superviser). He graduated
from the Moscow State University 15 years ago and got his doctoral degree
at the age of 40. He is the youngest Doctor of Sciences at our University.
He has published a great number of research papers in journals not only in
this country but also abroad. He often takes part in the work of scientific
conferences and symposia. When I encounter difficulties in my work I
always consult my research adviser.
4. At present I am engaged in collecting the necessary data. I hope it will be a
success and I will be through with my work on time.

TASK 22. Read passage 3 and tell about your research adviser according to
the following plan:
1. Doctor's degree.
2. Scientific publications.
3. Participation in the work of scientific conferences.

Task 23. Inform your colleague:

1. what candidate examinations you have already passed;
2. what the theme of your dissertation is;
3. how many scientific papers you have published;
4. if you are busy with making an experiment.

59
Дарси 6.
Грамматика: Past Simple and Present Perfect.
Матн: The Bologna Convention and its influence on engineering education
development.

Past Simple Tense

Замони гузашта амалеро ифода мекунад, ки он анҷом ёфтааст.
They lived in London ten years ago. Онҳо дар Лондон 10 сол қабл
зиндагӣ кардаанд.
Феълҳои забони англисӣ ба ду гурӯҳ тақсим мешаванд: феълҳои
дуруст ва нодуруст.
Феъли дуруст: work/worked/worked
Феъли нодуруст: go/went/gone
Тамоми феълҳои дуруст дар замони гузашта пасванди -ed мегиранд.
Аммо афъоле, ки бо садоноки -у ва пеш аз он ҳамсадо ояд, пас дар
замони гузашта садоноки -у ба -i иваз шуда, пас аз он -ed ҳамроҳ
мешавад: study - studied
I had lunch with Mrs Robinson yesterday.
Ман дирӯз ҳамроҳи хонум Робинсон хӯроки нисфирӯзӣ хӯрдам.
Her mother went to work on Tuesday.
Модари ӯ рӯзи сешанбе ба кор рафт.
You did the shopping this morning.
Шумо имрӯз субҳ харид кардед.
She traveled to Spain last year.
Ӯ порсол ба Испониё сафар кард.
Замони гузашта, амали дар гузашта воќеъшударо ифода мекунад.
Њангоми сохтани ин замон дар забони англисї феълњо ба ду гурўњ
таќсим мешаванд:
Феълњои дуруст (regular verbs);
Феълњои нодуруст (irregular verbs).
Феълњои дуруст дар замони Past Indefinite пасванди “ed”-ро ќабул
мекунанд:
to close - пўшидан losed - пўшид
to finish - тамом кардан finished - тамом кард

Агар феъл бо садоноки “e” ба охир расад, дар замони гузашта, танњо
“d” илова карда мешавад. Пасванди “ed” се хел талаффуз дорад.
to die - вафот кардан died - вафот кард
to tie - бастан tied - баст

1. Баъд аз овозњои садонок ва њамсадои љарангдор (d) хонда мешавад:

lived [livd] зиндагї кард
60
 stayed [steid] истод

2. Баъд аз овозњои њамсадои бељаранг (t) хонда мешавад:

liked [laikt] - хуш, писанд омад, наѓз дид

3. Баъд аз овозњои [t] ва [d] ed [id] талаффуз карда мешавад:

added [edid] илова кард
started [sta:tid] оѓоз шуд
Феълњои дурусте, ки бо њамсадо ва садоноки “у” ба охир мерасанд,
њангоми илова кардани пасванди “ed” садоноки “у” бо садоноки “i”
иваз мешавад:
to study - омўхтан studied [stadid] - омўхт
to try - кўшиш кардан tried [traid] - кўшиш кард
Агар феълњои дуруст бо садонок ва “у” ба охир расанд, њангоми
илова кардани “ed” садоноки “у” таѓйир намеёбад:
to play - [plei] - бози кардан played - [pleid] - бозї кард
to stay - [stei] - истодан played - [steid] - истод
to enjoy - [indʒoi] - њаловат enjoyed - [indʒoid - њаловат бурд
бурдан

Агар феъли дурусти якњичої бошанд ва бо њамсадо тамом шаванд,

дар шакли Past Indefinite он њамсадо дар навишт такрор меёбад:
to clap - [klæp] æ clapped - [klæpt]
to nod - [ned] nodded - [nedid]
to rot - [ret] rotted - [retid]

Феъли нодуруст дар замони Past Indefinite овози дохилии худро иваз
мекунад ё шакли худро тамоман таѓйир медињад. Ин намуди феълњо
бояд аз рўи љадвали муайяни онњо аз худ намуд.
to be - was
to go - went
to find - found
to write - wrote

Дар замони гузашта зарфњои yesterday (дирўз), last week (њафтаи

гузашта), a week ago (як њафта пеш), last year (соли гузашта) ва ѓайра кор
фармуда мешавад:
We watched TV yesterday. Мо дирўз телевизор тамошо
кардем.
I bought a new car last week. Ман хафтаи гузашта мошини нав
харидам.

61
 Дар љумлаи хабарї Past Indefinite, аввал љонишин баъдан феъли
замони гузашта ва аъзоњои дигари љумла меоянд:
I wrote this exsercise yesterday. Ман ин машќро дирўз навиштам.

Шакли саволии Past Indefinite бо ёрии феъли ёридињандаи “to do”

дар замони гузашта “did” сохта мешавад. Феъли ёридихандаи “did” дар
аввали љумла омада, пас аз он љонишин ва баъдан аъзои дигари љумла
меоянд:
Did I write this exercise yesterday? Ман ин машќро дирўз
навиштам?

Дар љумлаи инкорї, шакли хабарии Past Indefinite пас аз

чонишинњои шахсї, феъли “did” бо њиссачаи “not” меояд ва баъд аз он
њиссаи дигари нутќ меояд:
I did not write this exercise Ман ин машќро дирўз нанавиштам?
yesterday?

Феъли ёридињандаи “did”, ки худ нишондињандаи замони гузашта

мебошад, дар љумлањои саволї ва инкорї вакте, ки феъли “did”
истифода мешавад, бояд феълњои нодурусте, ки пас аз “did” меоянд, дар
замони њозираашон истифода шаванд.

Present Perfect Tense

Present Perfect Tense бо ёрии феъли ёридињандаи “to have” ва сифати
феълии замони гузашта (Participle I) сохта мешавад.
“Have” барои шахсњои якуми танњо, якуми чамъ, дуюми танҳо,
дуюми љамъ, сеюми љамъ ва has барои шахси сеюми танњо корбаст
мешавад:
Дар љумлањои хабарї “have” ва “has” баъд аз љонишинњои шахсї
омада, пас аз он сифати феълии замони гузашта (Participle I) ва баъдан
дигар аъзоњои љумла меоянд.
Дар љумлањои саволї have ва has дар аввали љумла, яъне пеш аз
љонишинњои шахсї меоянд ва пас аз љонишинњои шахсї сифати феълии
замони гузашта (Past I) ва дигар аъзоњои љумла меоянд.
Замони ҳозираи мутлақ амалеро ифода мекунад, ки он замоне пеш
ба анҷом расидааст ва дорои натиҷае мебошад. Он ба воситаи феъли
ёридиҳандаи have/has сохта шуда, феъли асосиаш дар замони гузашта
меояд.
I/ You/ We/ They have finished the letter.
He/ She has finished the letter.
Sorry, I‘ve parked at the wrong place.
Бубахшед, ман дар ҷои хато таваққуф кардам.

62
1. Барои ифодаи замони ҳозираи мутлақ зарфҳои зерин истифода
мешаванд:
already - аллакай;
still - ҳанӯз, ҳоло ҳам;
yet - то ҳол;
up to now - то ба ҳол;
so far - то кунун;
recently - ахиран, охир;
lately - охир, баъдтар;
for - барои, инҷониб;
since - аз, инҷониб.
You‘ve (already) printed the letters.
Шумо (аллакай) номаҳоро чоп кардаед.
You haven’t printed the letters (yet).
Шумо (ҳанӯз) номаҳоро чоп накардаед.
We‘ve (already) done the rooms.
Мо (аллакай) ҳуҷраҳоро тоза кардем.
We haven’t done the rooms (yet).
Мо (ҳанӯз) ҳуҷраҳоро тоза накардаем.
He has (already) repaired the lawn-mower.
Ӯ (аллакай) мошини сабзазаниро таъмир кардааст.
2. Амале, ки дар замони гузашта такрор меёбад ё нотамом дар замони
гузашта аст.
Our friends have visited us four times this summer.
Дӯстони мо дар ин тобистон чаҳор бор моро зиёрат карданд.
I‘ve been to the cinema a lot lately.
Вақтҳои охир, ман ба синамо бисёр будам.
You‘ve been on holiday this year.
Имсол шумо дар таътил будед.
3. Амале, ки дар замони гузашта анҷом ёфтааст.
Jane has already been to Italy.
Ҷейн қаблан дар Итолиё будааст.
You have already swum in this lake.
Шумо қаблан дар ин кӯл шино кардаед.
You‘ve been to the hairdresser’s.
Шумо дар сартарошхона будаед.
4. Амале, ки дар гузашта анҷом ёфта, аммо то кунун идома дорад:
The Simpsons have lived here for eight years.
Симпсонҳо инҷо 8 сол зиндагӣ карданд.
He has driven a car since 2002.
Ӯ аз соли 2002 инҷониб як мошинро меронад.
You‘ve worked here for two years.
63
Шумо инҷо 2 сол кор кардед.
Дар љумлањои инкорї шакли хабарї пас аз have ва has њиссачаи
инкории “not” мегирад.

ACTIVE VOCABULARY
academic degree - дараҷаи илмӣ, ученая степень
attractiveness - ҷаззобият, привлекательность
to award - мукофотонидан, супоридан, присуждать
Bachelors's degree - дараҷаи бакалавриат, высшее образование
to complete - иҷро кардан, анҷом додан, выполнять, завершать
to correspond - мувофиқаит кардан, соответствовать, совпадать
European Credit Transfer System (ECTS) - Системаи интиқоли аврупоӣ
ва пасандози қарзҳо, Европейская система перевода и накопления
кредитов
evaluation - баҳогузорӣ, арзиш гузоштан, оценка
evaluation method - методи баҳогузорӣ, метод оценки
exchange - мубодила, табодул, обмен (студенческий)
to expand one's knowledge - дониши хешро васеъ кардан, тавсеаи
дониш, расширять знания
to facilitate - осон кардан, мадад кардан, мусоидат кардан, облегчать,
способствовать
fortune - бахт, омад, ҳолат, зд. богатство, состояние
framework - сохтор, структура
higher education - маълумоти олӣ, высшее образование
to increase - боло бардоштан, зиёд кардан, повышать
innovation - навоварӣ, нововведение
lab (laboratory) - ташхисгоҳ, лаборатория
link - алоқа, робита, связь, соединение, звено
Masrer's degree - дараҷаи магистр, степень магистра
multilateral cooperation - ҳамкории бисёрҷониба, много стороннее
сотрудничество
practice - таҷрибаомӯзӣ, таҷриба, практика
practical training - таҷрибаомӯзӣ, производственная практика,
стажировка
research projects - лоиҳаҳои илмӣғтадқиқотӣ, научно-
исследовательские проекты
to spread - мунташир кардан, паҳн кардан, распространять
teaching staff - омӯзгор, ҳайати устодону профессорон, учителя,
профессорско-преподавательский состав
trainees - таҷрибаомӯз, стажер, практикант
vocational education - маълумоти касбӣ, профессиональное
образование

64
 The Bologna process
In 1999 Ministers of education from 29 European countries signed the
declaration in the Italian city of Bologna. The purpose of the Bologna process
is to create the European higher education area.
As early as 1980s the programmes supporting exchanges and mobility
of students were developed. The most famous has been the ERASMUS
programme, a university exchange programme which began in 1987. This
programme has become a symbol of European student life. In its first 20 years
it has supported for over 1,5 million students.
The programme is named after Erasmus of Rotterdam, a philosopher
known as an opponent of dogmatism, who lived and worked in many places
in Europe to expand his knowledge, and who left his fortune to the University
of Basel. The Erasmus Programme has a number of specific goals:
• to increase the number of student and teaching staff moving
throughout Europe
• to improve the quality and increase the amount of multilateral
cooperation between higher education institutions in Europe
• to spread innovation and new pedagogic practice between universities
in Europe.
Apart from the student mobility, support is also given to developing
closer links between university faculties.
There are now similar programmes for school pupils and teachers, for
lecturers in vocational education, and for adult learners. The main idea of
these programmes is to encourage a wider knowledge of other countries and
to spread good practices in the education across the EU.
The basic framework adopted is of three cycles of higher education
qualification: undergraduate (Bachelor's) and graduate (Master's and
doctorate). The names of the degrees may vary from country to country.
• 1st cycle: typically 180-240 ECTS credits, usually awarding a Bachelor's
degree. (3-4 years)
• 2nd cycle: typically 90-120 ECTS (Европейская система перезачета
зачётных баллов) credits, usually awarding a Master's degree. (1-2
years)
• 3rd cycle: Doctoral degree. No ECTS. (3 years)
European Credit Transfer System (ECTS) is a standard for comparing
the studies of students of higher education completed abroad across the
European Union. For successfully completed studies, ECTS credits are
awarded. One academic year corresponds to 60 ECTS-credits that are
equivalent to 1500-1800 hours of study in all countries.
The main goal of ECTS is to promote the exchange of academic
information among European institutions of higher education to make
student mobility easier.
The new model comes closer to the North American and Japanese
systems. It gives more attention to practical training, research projects. The
way credits are given reflects how hard a student has worked. The new
evaluation methods reflect not only a student's performance on exams, but
65
also his or her lab experiments, presentations, hours spent on study, and so
forth.
With the Bologna process, higher education systems in European
countries are to be organized in such a way that:
• it is easy to move from one country to the other (within the European
Higher Education Area) — for the purpose of further study or
employment;
• the attractiveness of European higher education is increased so that
many people from non-European countries could also come to study
and/or work in Europe.
The Bologna process is open for other countries to enter. Russia joined
the Bologna process in September, 2003 at the meeting of the Ministers of
education of European countries in Berlin.

Answer the questions

1. Why is Bologna declaration named so?
2. When was it signed and who signed it?
3. What do you know about ERASMUS programme?
4. What are the aims of this programme?
5. Are there any other similar programmes?
6. What is the aim of the programmes?
7. What is the difference between Bachelor and Master?
8. How do you count credits? How many ECTS can you get in one
academic year?
9. Why credits is better than a final exam mark?
10. What is the purpose and main idea of the Bologna process?
11. Explain the following notions from the text: Bologna process, credits,
Master's degree, Bachelor's degree, cycles of higher education qualification,
ERASMUS programme, European Higher Education Area.
12. What's your opinion? Is the Bologna process a positive or negative
thing? What are the advantages and disadvantages of it?
13. Do you think that Russia is on the right way signing the Bologna
declaration?
14. Translate the underlined expressions. Use them in your text about the
Bologna process.

66
Дарси 7.
Грамматика: Prepositions of Time and Place.
Матн: Curriculum Designer. How do I Become a Curriculum Designer?
Prepositions of place
Where is the book?

A. Fill in the blanks with the missing preposition.

1. The clock is ______________ the pillow.

2. The trousers are ______________ the bed.
3. The animals are ______________ the room.
4. The desk is ____________ the wardrobe and the bed.
5. The wardrobe is ____________ the desk.
6. The picture is ____________ the wardrobe.
7. The sock is ______________ the shoes.
8. The desk is ______________ the wardrobe.
9. The magazine is _____________ the guitar.

1. Find these things in the picture. Write the numbers.

bag _____ glasses _____ gloves _____ lamp_____ pen _____
shirt _____ shoes _____ socks _____ torch _____ trousers _____

67
2. Look at the picture again. Complete the questions and answers. Use behind,
in, in front of, near, on and under.
1. Where is the pen? - It’s on the table, in front of the computer.
2. Where are the gloves? - They are on the table, behind the computer.
3. Where ___________? - ___________ the floor, ___________ the table.
4. Where ___________? - ___________ the floor, ___________ the chair.
5. Where ___________? - ___________ the floor, ___________ the chair.
6. Where ___________? - ___________ the shelf, __________ the alarm clock.
7. Where ___________? - ___________ the shelf, ___________ the wardrobe.
8. Where ___________? - ___________ the wardrobe, __________ the shelf.
9. Where ___________? - ___________ the wardrobe, __________ the books.
10. Where __________? - ___________ the floor, ___________ the wardrobe.
PREPOSITIONS OF TIME
A. Look at these time expressions. Some use in, some use on or at. Put them in
the correct column.

in on at

68
 Put in the correct prepositions: in, on or at.
1. Dinner is usually ______ 7 o’clock.
2. We have long holidays ______ summer.
3. When have we got Biology? - ______ Friday mornings.
4. There is a school party ______ 31st January.
5. We are ______ the 21st century.
6. The game is ______ 9.45.
7. Is there a party ______ your brother’s birthday?
8. Where was he ______ the weekend?
9. Where is he ______ the moment?
10. Your teacher isn’t here ______ present.
11. There are usually a lot of parties ______ New Year’s Eve.
12. He wasn’t there ______ the end of the concert.
13. Where are you usually ______ the evening? And ______ night?
14. Do you get any presents ______ Christmas Day?
15. He was born ______ 1999.
16. We usually go there ______ weekends ______ spring.
17. He phoned me ______ Tuesday.
18. He gets up ______ 7 o’clock ______ weekdays.
19. She was in hospital ______ that time.
20. The school party is ______ June 8th ______ 8 o’clock ______ the
evening.

IN ON AT
- parts of the day - days of the week - hours
in the morning on Monday at 9.30
in the afternoon on Tuesday, … - religious celebrations
in the evening - dates at Christmas
except at night on the 5th May at Easter
- months of the year on November 7th - meals
in October, ... - special days (specific) at breakfast
- seasons of the year on Christmas Day at lunch, …
in (the) summer on my birthday - specific time
in winter, ... at the weekend
- years and centuries
in 1984
in the 20th century
- in a period of time
in ten days
in five minutes

Curriculum Designer
A curriculum designer is a training specialist responsible for creating
learning aids and subject matter for training classes. As an education
professional, you develop instructional strategies to maximize the student
69
learning experience. You spend some of your time focused on testing formats
used in the curriculum. You evaluate the methods used against the desired
learning objectives and make adjustments as necessary. Your job duties
developing course curriculums, evaluating teaching strategies used in the
classroom, and recommending improvements in education.
A curriculum designer is a person who is involved in the process of
creating and designing learning materials for various areas of education. At
times curriculum designers improve upon materials and curricula that are
already being used in classrooms. Designers usually specialize in one area of
education, such as elementary, intermediate, high school, college, adult,
online learning, or even home school curriculum.
Because a curriculum designer must understand standards, rules, and
laws that apply to the broad spectrum of education programs, a great deal of
experience and education is usually required for the position. Most employers
require at least a master's degree in education or curriculum design. Some
graduate programs are offered online, making the transition for current
teachers into the field of curriculum design more convenient than it was in the
past.

Active vocabulary
Curriculum Designer - таҳиягари нақша ва дастуру лоиҳаҳои таълимӣ
training specialist - мутахассиси таҷрибаомӯзӣ
responsible – ҷавобгар, ӯҳдадор
learning aids – воситаҳои омӯзишии ёрирасон
subject matter - масъалаҳои фаннӣ
training classes – дарсҳои таҷрибаомӯзӣ
instructional strategies – услубҳои дастурӣ
to maximize – зиёд кардан, афзудан, тавсеа додан
learning experience – таҷриба (малака)-и омӯзишӣ
spend – гузаронидан, сарф кардан
focused on – диққат ҷамъ кардан дар ...
testing formats – шаклҳои имтиҳонгирӣ (санҷиш)
curriculum – нақшаи таълимӣ
evaluate – баҳо додан
desired learning objectives – мақсадҳои дилхоҳи таълимӣ
make adjustments – такмил додан, тағйиру илова ворид кардан
developing – рушд додан, такмил додан, инкишоф додан
course curriculums – нақшаҳои таълимии курс
evaluating teaching strategies – услубҳои баҳодиҳии таълимӣ
is involved in – ворид будан, дахолат доштан, рабт доштан, дохил
шудан, гирифтор будан
process of creating and designing learning materials – ҷараёни тартиб
додан ва таҳия кардани маводҳои таълимӣ
70
various areas – соҳаҳои гуногун
improve – беҳтар гардонидан, такмил додан, инкишоф додан
specialize in – ихтисосманд (мутахассис) будан дар ...
adult – шахси миёнсол (аз 35 сола боло)
online learning – омӯзиши бархаттӣ
rules - қоидаҳо
laws - қонунҳо
broad spectrum of education programs – барномаҳои доираашон васеи
таълимӣ
a great deal of – миқдори калон, шумораи зиёд
position - вазифа
employer - кордиҳанда
at least – ҳадди ақал
graduate programs – барномаҳои пас аз хатмӣ
transition - гузариш
current teachers – омӯзгорони имрӯза
convenient - қулай
past - гузашта

How do I Become a Curriculum Designer?

The qualifications for a career as a curriculum designer begin with a
bachelor’s degree in education or a related field. A master’s degree in
education is sometimes preferred by employers. Many states require you have
a license, and the requirements vary from state to state. It is also beneficial to
have work experience as a teacher or education administrator. A successful
curriculum designer needs strong teaching skills, excellent communication
skills, and a desire to help individuals learn.
Many people who work in education aspire to become a curriculum
designer. This desire can arise from frustration with the quality of the current
curriculum or even a personal vision of how education should be provided.
This career requires a unique combination of skills and experiences that can
take significant time and effort to accumulate.
The primary responsibility of a curriculum designer is to create a
cohesive educational program within a specific academic stream or discipline.
This stream can be one or two academic years, or can extend throughout the
entire elementary, secondary, or post-secondary program. The curriculum
designer must coordinate his or her educational program with other
disciplines and levels of education to ensure students are properly prepared
to move into each stage of their education.
The first requirement to become a curriculum designer is post-secondary
education. This position is typically found in government education
ministries or agencies, school boards, and professional associations that offer
training programs. Most employers require formal training in education or
71
at least a master's degree in the subject matter. This level of expertise is
necessary to properly complete the tasks of this position. Candidates can
complete training in virtually any discipline, but must keep in mind that
subject selection determines their employability.
Excellent research and writing skills are absolutely essential to become a
curriculum designer. A curriculum designer typically specialized in a specific
subject and education stage. The sheer volume of material about education
theory for different ages, subjects, and learning styles is tremendous.
Specialization provides the opportunity to learn about these different aspects
of education and incorporate them into the curriculum.
Interpersonal and communication skills form a large part of the skill set
required to become a curriculum designer. There is a great deal of
collaboration and sharing of information required in this position. Working
with other curriculum designers, teachers, industry representatives, and
government officials will require the use of interpersonal skills.
In addition to written communication skills, candidates must be able to
make public presentations of their curriculum, develop practical exercises for
a range of student abilities, and incorporate cultural context into the material.
Many people improve these skills through part-time courses in public
speaking, writing, or formal communications. It is important to note that
curriculum designer is a mid-career position and typically requires 10 to 15
years working experience in either education or a specific subject discipline.

A curriculum designer can find employment

A curriculum designer can find employment within a private or public
school system. In the school setting, the designer analyzes the different
learning strategies and designs curriculum around the strategies, standards,
and goals of the school system and districts. Other options for employment
can be found with government agencies that function for the sole purpose of
improving the educational system or improving test scores in a particular
subject area.
There are many corporations, both large and small, that create
curriculum for profit. These companies rely on the knowledge of curriculum
designers to create high quality materials that align to the standards set by
different nations, states, and districts. Some companies focus on one subject,
while others design curriculum for a variety of subjects, grade levels, and
learning needs.
Curriculum designers generally use design software to help incorporate
the different learning standards and objectives of an area of education into
the curriculum. They are also responsible for creating assessments,
evaluations, and scoring rubrics, to accompany the curriculum. Worksheets,
workbooks, and homework assignments are also a part of the curriculum

72
package. Larger design projects include the design, or redesign, of student
textbooks and teacher resource books.
Active vocabulary:
somewhat – каме, немного, несколько, кое-что
increasingly – ҳар қадар бештар, всё больше и больше, всё более
curricula – нақшаи таълим, учебный план
knowledgeable – соҳибистеъдод, компетентный, умный
create curriculum – нақшаи таълимӣ сохтан (таҳия кардан), создать
учебный план
associate – ҳамкорӣ кардан, муттаҳид кардан, сотрудничать,
объединить, соединить
charter – имтиёз, бартарӣ, льгота, привилегия, чартер
private – хусусӣ, частный
engaging – шавқовар, ҷозибанок, пурмуҳтаво, занимательный,
привлекательный
consider – ба назар гирифтан, ҳисобидан, рассматривать, считать
background – савод, ҷаҳонбинӣ, знание, мировозрение
experience – таҷриба, опыт
classroom setting – шароити синфӣ, классное условие
rewarding – фоидабахш, арзишнок, стоящий, полезный,
вознаграждающий
flexibility – тоқатфарсоӣ, таҳаммулпазирӣ, выносливость, гибкость
Curriculum designers must understand
the standards and requirements
A somewhat new and increasingly needed skill is the design of online
curricula. With so many students now learning online, there is an increased
need for knowledgeable curriculum designers who can create curriculum that
will be accessed entirely in an online format. Though online learning is
usually associated with college and older adult students, it also includes
younger students in elementary through high school. Online charter schools,
home school programs, and private schools have created a need for engaging
curriculum for younger students.
Anyone interested in becoming a curriculum designer should consider
that fact that most of these professionals have a background in teaching.
Experience in the classroom is important because it helps the future
curriculum designer understand what strategies, materials, and lessons do or
do not work in a classroom setting and with different types of learners. A
career as a curriculum designer can be a very rewarding one, with flexibility
to work in different types of settings and improve learning material for
students of all different backgrounds.

73
Дарси 8.
Грамматика: Past Perfect Tense.
Матн: Curriculum Alignment. Curriculum Management
Past Perfect Tense
The Past Perfect Tense бо ёрии феъли ёридињандаи “to have” дар
замони Past Perfect Tense (had) ва сифати феълии замони гузашта
(Participle II) сохта мешавад.
“Had” барои њамаи шахсњои дар замони гузаштаи мутлаќ (гузаштаи
дур) кор фармуда мешавад.
Дар љумлањои хабарї “had” баъд аз љонишинњои шахсї омада, пас
аз он сифати феълии замони гузашта (Participle II) ва дигар аъзоњои
љумла меоянд.
Дар љумлањои саволї “had” дар аввали љумла, яъне пеш аз
љонишинњои шахсї меоянд ва пас аз љонишинњои шахсї сифати феълии
замони гузашта (Participle II ) ва дигар аъзоњои љумла меоянд.
Анҷоми коре дар гузашта қабл аз кори дигар.
I/ You/ He/ She/ We/ They had already met Sarah before the party.
She said she had written three letters the day before.
Ӯ гуфт, ки се номаро як рӯз қабл навиштааст.
They had lived in York before they moved to Liverpool.
Қабл аз он, ки онҳо ба Ливерпул оянд, дар Ню Йорк зиндагӣ карда
буданд.
You‘d locked the door before you left.
Қабл аз он, ки рафтӣ, дарро қулф кардаӣ.
Affirmative Form Negative Form
Шакли хабарї Шакли инкорї
I had finished. I had not finished.
You had finished. You had not finished.
He had finished. He had not finished.
She had finished. She had not finished.
We had finished. We had not finished.
You had finished. You had not finished.
They had finished. They had not finished.
Short answer
Interrogative Form Љавоби кўтоњ
Шакли саволї Affirmative Form Negative Form
Шакли хабарї Шакли инкорї
Had I finished? Yes, you had. No, you had not.
Had you finished? Yes, I had. No, I had not.
Had he finished? Yes, he had. No, he had not.
Had she finished? Yes, she had. No, she had not.
Had we finished? Yes, we had. No, we had not.
74
 Had you finished? Yes, you had. No, you had not.
Had they finished? Yes, they had. No, they had not.

Curriculum Alignment
The process of curriculum alignment is the formal evaluation of a course
or educational program to address the changing needs of employers and
students. Curriculum is the list of educational outcomes, skills, and materials
that need to be covered and completed during a specific training program.
The curriculum is developed by the teachers, educational advisers, and
program coordinators.
A course must be approved by a series of educators before it can be
implemented.
Curriculum alignment is achieved through a consultative process. Any
proposed course must complete multiple reviews and be approved by a series
of educators and committees before it can be implemented. In order to
implement a new course, it must be designed, reviewed, approved, and then
structured to meet these requirements.
Designing a new course is a process that typically starts at the
department of education for elementary and secondary courses. At the post-
secondary level, courses are developed by professors, sometimes based on
new developments and, on occasion, based on requests received from the
provost, who is responsible for the educational performance of the
institution.
The department of education has an entire staff of course designers and
curriculum advisers. They are responsible for determining the focus of the
course and appropriate level, based on the subject matter, prerequisite
knowledge, and overall educational goals. For example, a course in botany
that focuses on how seeds grow into plants can be aimed at the elementary
school level. The course designer must then determine the evaluation matrix
to be used, textbook or resource materials, and how this course fits into the
overall curriculum or program of study.
Once this information is reviewed and completed, the course outline or
syllabus is provided to the educational consultants to complete curriculum
alignment. During this process, the course aims and outline are compared to
skill sets, educational expectations, prerequisites, and other courses. The
purposes of this review are to ensure all courses fit into an overall education
plan, to reduce the duplication of course materials, and to confirm that course
aims tie into the needs of employers and subsequent course offerings.
In addition to new courses, all existing courses are reviewed on a set
schedule to ensure curriculum alignment. The purpose of the review is to
update course materials, review new resources and textbooks available, and
ensure the course is still relevant. The process for existing courses varies in

75
complexity based on the subject area and level of education. For example, an
elementary school course in numeracy does not typically change over time.
However, a high school course in sociology needs to be updated to reflect
cultural changes that occur naturally over time.
Curriculum Management
The purpose of curriculum management is to help ensure that all
students will get the most out of their education. The more global goal of
curriculum management is for students to use all the knowledge and skills
they have learned to contribute to society in a meaningful and beneficial way.
All stakeholders in any given school district contribute in ways that help to
see to it that curriculum management is carried out, as best as possible.
Curriculum is the academic system that imparts knowledge and skills to
students in a school environment. More specifically, curriculum refers to
what is written to be taught, and what is tested at different student levels, in
specific areas or courses. After evaluating test results, administrators and
boards can determine what are the most effective methods for imparting
knowledge to students.
The first part of curriculum management is curriculum design. At this
stage, educational philosophy and practice is taken into consideration.
Curriculum implementation follows, after which administrators train
teachers so that they will be able to deliver the curriculum in a way that will
most benefit the students.
Curriculum monitoring and evaluation are closely related.
Administrators monitor curriculum delivery to ensure that it is taught in a
way consistent with the design. Teachers, administrators, school board
members, and parents all make assessments about the effectiveness of the
curriculum in place. Data derived from their input is then used to make any
changes that will either lead to more effective teaching, based on the present
curriculum, or to other modifications that will improve the curriculum.
With curriculum management, courses of study are aligned. Alignment
refers to the coordination of the writing, teaching, and testing of curriculum
across grade levels and areas of study. Written curriculum, which is part of
alignment, refers to stated learning goals, as well as methods and resources
that educators are to employ to reach those goals. The written curriculum
typically includes a statement of assessment tools that might be used to
evaluate students’ learning, and thus, the value of the curriculum.
Taught curriculum refers to the teacher’s delivery of the curriculum to
the student, according to how it has been written. Teachers formulate the
units to be studied, as well as the supporting lesson plans. Approaches for
presenting materials to students is also a part of the taught curriculum. Tested
curriculum refers the parts of the written and taught curriculum that are
assessed, whether formally or informally. It determines if a student has
thrived on the basis and implementation of the written curriculum.
76
Дарси 9.
Грамматика: Passive voice.
Матн: Making a Presentation

Тарзи мафъул (Passive voice)

Тарзи мафъулро ҳангоме муайян мекунанд, ки агар шахс хоњад
афзалияти хабарро нисбат ба мубтадо нишон диҳад.
Дар ҳолатҳои зерин тарзи мафъулро метавон истифода кард:
1. Агар иҷрокунандаи амал номаълум бошад:
The window was broken an hour ago.
2.Вақте мо ба ин ё он навъи ҳодиса мутаваҷҷеҳ бошем, на ба шахси
иҷрокунанда:
His watch was stolen in the street.
3. Вақте ҳолат ё вазият аз шахс амалеро қатъї тақозо (талаб) кунад:
Smoking is not allowed.
Дар поён формулаи умумии тарзи мафъул дода шудааст:
To be + V III форма
To be + v + ed
Somebody (subject) cleans this room (object) every day. (Active voice)
This room (subject) is cleaned every day. (Passive voice)
Эзоњ: Пуркунандаи ҷумлаи аввал (this room) дар ҷумлаи дувум ба
вазифаи мубтадо омадааст.
Making a Presentation
A presentation is the practice of showing and explaining the content of
a topic to an audience or learner. In the business world, there are sales
presentations, informational and motivational presentations, interviews,
status reports, image-building, and training sessions.
Students are often asked to make oral presentations. You might have
been asked to research a subject and use a presentation as a means of
introducing it to other students for discussion.
Before you prepare for a presentation, it is important that you think
about your objectives.
There are three basic purposes of giving oral presentations: to inform, to
persuade, and to build goodwill.
Decide what you want to achieve:
inform – to provide information for use in decision making;
persuade – to reinforce or change a receiver’s belief about a topic;
build relationships – to send some messages which have the simple goal
of building good-will between you and the receiver.
Preparation
A successful presentation needs careful background research. Explore as
many sources as possible, from press cuttings to the Internet. Once you have
77
completed your research, start writing for speech bearing in mind the
difference
between spoken and written language. Use simple, direct sentences,
active verbs, adjectives and the pronouns “you” and “I”.
Structuring a Presentation
A good presentation starts with a brief introduction and ends with a brief
conclusion. The introduction is used to welcome your audience, introduce
your topic/ subject, outlines the structure of your talk. The introduction may
include an icebreaker such as a story, an interesting statement or a fact. Plan
an effective opening; use a joke or an anecdote to break the ice. The
introduction also needs an objective, that is, the purpose or goal of the
presentation. It informs the audience of the purpose of the presentation too.
Next, the body of the presentation comes. Do not write it out word for
word. All you want is an outline. There are several options for structuring the
presentation:
1) Timeline: arrangement in a sequential order.
2) Climax: the main points are delivered in order of increasing
importance.
3) Problem/ Solution: a problem is presented, a solution is suggested.
4) Classification: the important items are the major points.
5) Simple to complex: ideas are listed from the simplest to the most
complex; it can also be done in a reverse order.
After the body, comes the closing. A strong ending to the presentation is
as important as an effective beginning. You should summarise the main
points. This is where you ask for questions, provide a wrap-up (summary),
and thank the participants for attending.
Each successful presentation has three essential objectives: the three Es
– to
educate, to entertain, to explain.
The main objective of making a presentation is to relay information to
your audience and to capture and hold their attention. Adult audience has a
limited attention span of about 45 minutes. In that time, they will absorb
about a third of what you said, and a maximum of seven concepts. Limit
yourself to three or four main points, and emphasise them at the beginning
of your speech, in the middle, and again at the end to reiterate your message.
You should know your presentation so well that during the actual
presentation you should only have to briefly glance at your notes.
People process information in many ways. Some learn visually, others
learn by listening, and the kinesthetic types prefer to learn through
movement. It’s best to provide something for everyone. Visual learners learn
from pictures, graphs, and images. Auditory learners learn from listening to
a speaker. And, kinesthetic learners like to be involved and participate.
Post-Reading
1. Explain the following.
1) to build goodwill
2) to persuade
78
3) background research
4) outlines the structure
5) to break the ice
6) attention span
7) to briefly glance
2. Match the pairs of synonyms from A and B and translate them.
AB
1. objective a. item
2. inform b. repeat
3. point c. purpose; aim; goal
4. conclusion d. provide information
5. reiterate e. opening; beginning
6. wrap-up f. closing; ending
7. introduction g. summary
3. Match the noun on the left with a suitable item on the right. Use each item
once.
1. The solutions a. was in written form.
2. Goodwill b. often glanced at his notes.
3. The content c. was built with my colleagues.
4. The speaker d. were suggested to do it better.
4. Read the text and find the English for:
 пояснить цель выступления;
 растопить лед;
 установить доверительные отношения;
 от простого к сложному;
 завладеть вниманием аудитории и удерживать его;
 повторять основную мысль
5. Translate the words in brackets.
1) The information in your presentation is (важна) to the audience.
2) His (задача) is to get a university education.
3) The (содержание) of his speech is new.
4) He is trying to (убедить) local business to invest in the project.
5) That was a chance to create (доброжелательные отношения) within your
company.
6) This is the (основное содержание) of your presentation.
7) The buying process is a series of (последовательных) steps.
6. Answer the questions below.
Have you ever made any presentations?
What is the purpose of giving oral presentations?
Do you know how to structure a presentation?
Do you sometimes have to speak in public? On what occasions?
What ends do presentations usually serve?

7. Suggest effective ways of breaking the ice (establishing rapport) with

audience.

79
Language Work (2)
1. Look and memorise the words:
a) handout – раздаточный материал
The handouts had all the major points of his speech outlined on them.
b) visual aids – наглядные средства (пособия)
Visual aids involve your audience and require a change from one activity to
another.
c) table – таблица
d) graph – график, диаграмма
e) bar graph – гистограмма (диаграмма в виде столбцов)
f) line graph – диаграмма в виде ломанной линии
g) chart – диаграмма, схема, план, график
h) pie chart – секторная диаграмма
i) flow chart – блок-схема, график последовательности операций
He arranged the figures in a table.
She drew a graph for each month of the project.
Bar graphs are good for showing how data change over time.
The data were shown in the form of line graphs.
The chart shows how our sales figures have improved.
The managers were given a pie chart showing sales in their various sectors.
I can’t finish it by the date on your flow chart.
j) overhead projector (OHP) –
проектор, диапроектор
Presentations using overhead projectors are useful
for small groups.
k) easel – подставка; стенд
Easels are perfect for classrooms, offices and conferences.
l) PowerPoint slide – слайд
m) microphone – микрофон
n) whiteboard – электронная доска белого цвета (на которой можно
писать маркерами и представлять информацию на экране ПК)
o) pin board – пробковая доска
p) laser pointer – лазерная указка
q) flip chart – лекционные плакаты (прикрепленные к рейке)
r) data projector – информационный проектор
s) screen – экран
t) remote control – пульт дистанционного управления
u) loudspeaker – динамик
v) extension lead – удлинитель
w) LCD projector – ЖК-проектор
2. Fill in the gaps with the suitable words: projector, remote control,
loudspeakers, extension lead, laser pointer.
1. The batteries of the … seem to be empty. 2. Do you have another …,
please?
3. How do I switch the … on? 4. Are there any … available? 5. The light bulb
in the … seems to be broken.
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Reading and Speaking (2)
1. How we take in information during a presentation?
2. Why should we use visual aids?
Presentations with Visual Aids
75% of what we know comes to us VISUALLY. One of the most
powerful things that you can do to your presentation is to add in visual aids.
Professor Albert Mehrabian did a lot of research into how we take in
information during a presentation. He concluded that 55% of the information
we take in is visual and only 7% is text. A picture is worth a thousand words.
A visual presentation is a teaching method used to communicate an idea.
Charts, whiteboards, pin boards, flash cards, slides, models, photography, or
chalk boards are aids that can be used. A visual presentation includes
demonstrations and illustrated talks.
A visual presentation teaches you to do the following:
Research a subject.
Express yourself clearly.
Organise ideas in logical order.
Emphasize the major points of a presentation through visuals.
Develop speaking skills before an audience.
Develop self-confidence.
Visual aids help presenters to emphasize the key points the audience will
understand and remember. The following visual aids should be selected with
respect to the needs of the audience and specific portions of the presentation:
tables bar/ line graphs, diagrams, pie/ flow/ organizational charts. The
presentation vehicles are based upon the audience’s seating arrangement:
overhead projectors, easels, handouts, slides, models, and computer screens.
A presentation programme Microsoft PowerPoint is often used to generate
the presentation content.
Plan your visual presentation on paper. Planning saves time and is the
key to an effective visual presentation. Decide what you will say along with
each slide. The title should be short, descriptive, and image making.
During presentation:
 Stand straight but relaxed – do not lean on table or twist one foot
behind the other.
 Keep hands by your side.
 When you feel nervous hold a pen or cards in your hands.
 Make eye contact with the audience. Spread attention around the
audience.
 Control your voice. Speak loudly enough to be heard and understood.
Also speak slowly. About 20% more slowly than normal.
 Avoid long, unnatural pauses.
 Use a pointer to draw attention to important facts.
When presenting text on overheads or PowerPoint slides, it is a good
idea to use the rule of six which means:
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  a maximum of six lines per slide;
 a maximum of six words per line.
If you stick to this rule, you won’t risk overloading your presentation
with too much information.

Items on Creating Effective Visual Presentations

1. Tell a great story that engages the audience and creates curiosity.
2. The 10/ 15/ 30 Rule of PowerPoint.
10 slides – too many slides overload information. Pick the most important
points and focus on them.
15 minutes – present in less than 15 minutes; any longer and you will lose
the engagement of the audience.
30PT Fonts – choose the right font and size; large fonts are easier to read,
small font sizes are hard to read.
3. Less is more – use headlines, not paragraphs. Use single words or
simple phrases for information.
“Perfection is achieved, not when there is nothing more to add, but when there
is nothing left to take away” (Antoine de Saint Exupery).
4. Photos = 1,000 words – use high quality images, they say a thousand words.
Pictures can help listeners to remember and understand information more
effectively than words.
5. Use symbols and graphs to visualize text.
6. Typography is important.
7. Pick the appropriate colour combination – colour palette makes good
design and looks great. Colour also helps to show the organization of the
presentation and to separate ideas where necessary.
Colour combinations for good visibility:
 black on yellow
 black on orange
 bottle green on white
 scarlet red on white
 black on white
 navy blue on white
 white on black
 white on purple
 yellow on black
 purple on orange
 emerald green on yellow (white)
8. Structure slides – use guides for consistent alignment; master slides for
consistent formatting.
You’re giving a presentation …
1. Introduction (Why) = Opening a Presentation (Tell the audience what you
are going to say!)
Welcoming the audience
Good morning/ afternoon, ladies and gentlemen.
Hello/ Hi, everyone.
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First of all, let me thank you all for coming here today.
I’m happy/ delighted that so many of you could make it today.
Introducing yourself
Let me introduce myself. I’m Kate Needham from …
For those of you who don’t know me, my name’s …
As you probably know, I’m the new top manager.
I’m head of logistics here.
I’m here in my function as the Head of Controlling.
We haven’t all met before, so I’d better introduce myself. I’m …
I hope you’ll excuse my English. I’m a bit out of practice.
My name is … and I’m the … (your position) at … (your company).
Saying what your topic is
As you can see on the screen, our topic today is …
Today’s topic is …
What I’d like to present to you today is …
The subject of my presentation is …
I’d like to tell you about …
Explaining why your topic is relevant for your audience
My talk is particularly relevant to those of you/ us who …
Today’s topic is of particular interest to those of you/ us who …
My/ The topic is very important for you because …
By the end of this talk you will be familiar with …
The purpose of the introduction is not only to tell the audience who you are,
what the talk is about, and why it is relevant to them; you also can tell the
audience (briefly) how the talk is structured.
Structuring a presentation (The most common way to structure a
presentation is to have three main parts, and then subdivide them into smaller
sections)
I’ve divided my presentation into three (main) parts: x, y, and z.
In my presentation I’ll focus on three major issues.
First (of all), I’ll be looking at …, second …, and third …
I’ll begin/ start off by explaining …
I’ll start/ begin with …
Then/ Next/ After that, I’ll go on to …
Now I’ll move on to …/ turn to …
Finally, I’ll offer some solutions.
The final part of the introduction deals with the organization of the talk: how
long it will last, whether there will be handouts, and how questions will be
handled.
Timing
My presentation will take about 15 minutes.
It should take about 20 minutes to cover these issues.
Handouts
Does everybody have a handout/ report? Please take one, and pass them on.
Don’t worry about taking notes. I’ve put all the important information
(statistics) on a handout for you.
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I’ll email the PowerPoint presentation to you.
Questions
There will be time for questions after my presentation.
If you don’t mind we’ll leave questions to the end.
Feel free to ask questions at any time during my talk.
2. Body (How) = Main part (Say it!)
Signal the beginning of each part
In this part of my presentation, I’d like to tell you about …
Let me give you a brief overview …
This means that …
Talk about your topic
I must emphasize …
At this point we should consider …
As I mentioned before, …
This leads directly to the next part of my talk.
Let’s go back to what we were discussing earlier.
This now leads us to my next point.
I’d like to stress the following point.
I’d like to draw your attention to the latest figures.
I’d like to emphasize that …
It would be completely wrong to …
I think this fact is extremely important.
Signal the end of each part
I’d like to sum up the main points.
Let me briefly summarize what I’ve said so far.
Finally …
Talking about visuals (visuals should be clear and easy for the audience to
follow)
Let’s now look at the next slide which shows …
First, let me quickly explain the graph.
You can see that different colours have been used to indicate …
Have a look at this slide.
As you can see …
This graph/ diagram/ table/ slide shows …
The map in the bottom (upper) left (right)-hand corner (in the centre) shows
you …
3. Summary (What) = Conclusion (Tell them what you said!)
Quoting a well-known person
As … once said, …
To quote a well-known economist, …
To put it in the words of …, …
Referring back to the beginning
Let me just go back to the story I told you earlier.
I’d like to quickly go over the main points of today’s topic.
Before closing I’d like to summarize the major points again.
That’s all I have to say for the moment.
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 Dealing with questions
Now if you have any questions I’ll be happy to answer them.
Does anyone have any questions or comments?
Any questions?
Please feel free to ask questions.
Would you like to ask any questions?
I’m sorry. Could you repeat your question, please?
I’m afraid I don’t quite understand tour question.
If you don’t mind, I’d prefer not to discuss that today.
Perhaps we could deal with this after the presentation.
Sorry, that’s not my field. But I’m sure Peter Hot could answer your question.
I’m afraid I don’t know the answer to your question. Perhaps Maria could
help.
Calling the audience to action
So now it’s your turn.
So that’s the plan. Now let’s go and put it into practice.
Now let’s make a real effort to achieve this goal.
Make your final statement (thank the audience)
Thank you very much for your attention.
Thank for your listening.

Post-Reading
1. Explain the following.
1) to communicate an idea
2) to emphasize the key points
3) eye contact
4) visuals
2. Complete the sentences with the prepositions: about; at; for; into; of; on; to;
with
1. Thank you _________ coming all this way.
2. I’ve divided my presentation ________ three parts.
3. First of all, I’ll give you an overview ________ our financial situation.
4. First, we’ll be looking ______ the company’s sales in the last two quarters.
5. In the first part of my presentation I’ll focus ____ the current project status.
6. Point one deals ________ new regulations for Internet use.
7. Secondly, I’ll talk ________ our investment in office technology.
8. After that I’ll move on _______ the next point.
3. Match the two parts to make typical sentences from the introduction.
1. For those of you who don’t know 7. There’s no need
me, 8. There will be time
2. Feel free to a. to take notes. Everything is on
3. This won’t take more the handout.
4. I’ll be passing out b. about 10 minutes.
5. This part of the presentation will c. I’m Bob Kay in charge of the
take software division.
6. I’ll start off by giving you d. ask question at any time.
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e. for questions after my talk. g. handouts in a few minutes.
f. an overview of our product h. than 20 minutes of your time.
range.
4. Match English phrases dealing with the ending of a presentation with
Russian ones.
1. Right. To sum up … A. В заключение …
2. In other words … B. Большое спасибо за ваше
внимание.
3. Let me finish by … C. Чтобы подытожить …
4. Finally … D. Если есть еще вопросы …
5. Thank you for your attention. E. Позвольте мне закончить …
6. If anyone has any questions … F. Другими словами …
5. Answer the questions below.
What are the essentials of effective presentations?
How can a presenter keep and hold the attention of his/her audience?
How would you deal with questions which you don’t want to answer?
Are visual aids useful for making presentations?
What presentation tips do you find interesting and useful?
6. Read a sample presentation. Study its structure and standard phrases.
Practice it.
Good morning, ladies and gentlemen. First of all, let me thank you all
for being here today. Let me introduce myself. My name is Don Taylor from
IT. I’m a team leader.
I’m glad that so many of you could come, especially since I know that
this time of the year is probably the busiest for you, so I’d like to start with
my presentation right away.
As you can see on the screen, our topic today is project documentation.
We’re going to look closely at storing, archiving as well as accessing
documents in our new system. We also examine the much improved handling
of all project documentation as well as user rights.
This talk is extremely important for all of us who are directly involved
in international project management, right?
Well, I’ll start with the background to the project; and then move on to
a description of the new system. Finally, I’m going to list some of the main
points that we should emphasize in the accessing documents. I think if you
don’t mind, we’ll leave questions to the end.
Now firstly, as you all know, …
Well, with this summary I would like to finish off my presentation. I
hope I have been able to convince you of the importance of our new project
and would be happy to answer any questions. For more detailed information
you may call me at my office. You’ll find my phone number and email address
on the top right of the handout.
Thank you very much for the attention.
7. Write a detailed plan of your presentation and prepare a short
presentation based on any topic you are interested in. Use visual aids in
your presentation.
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Дарси 10.
Грамматика: Gerund.
Матн: Studying Abroad. Motivation Letter.

Герундий - шакли бешахси феъл (шакле, ки хабар шуда

наметавонад) буда, навъи кор ё фаолияти амал ва мубтадоро ифода
мекунад. Чунин тарзи таъйин (муайян кардан)-и герундий ба мо имкон
медињад, ки ба воситаи исм, масдар, феъли њол ё љумлаи пайрав ба
забони тољикї тарљума кунем.
Шаклњои герундий
Герундий аз бандаки -ing таркиб ёфта, шаклан ба сифати феълї
(Participle I) њамчунин ба гурўњи замонњои Simple ва Perfect монанд
мебошад.
Active Passive
Indefinite *1 writing being written
Perfect *2 having written having been written
*1 - амали хабаре, ки дар љумла омадааст, герундий ифода
мекунад;
*2 - амале, ки герундий ифода кардааст, пеш аз хабар меояд.
He dreams of writing a great novel - Ў орзу мекунад, ки романи
калонњаљм нависад.
He dreams of being written a poem in his honour - Ў орзу мекунад, ки
ба ифтихораш шеъре эљод шавад.
He was proud of having written a poem - Ў ифтихор мекард, ки шеър
эљод кардааст.
He was proud of having been written a poem - Ў ифтихор мекард, ки
ба ифтихораш шеър эљод кардаанд.
Машќи 1. Љумлањои зеринро ба тољикї тарљума кунед:
1) I like his method of teaching.
2) It’s no use talking to him.
3) He left without saying a word.
4) He was suspected of keeping something from us.
5) I hate being reminded of things.
6) I don’t remember having seen her there.
7) We insist on John’s making a report.
8) Do you mind our being present.
9) I never heard of him behaving like that.
10) Do you mind my cousin joining us?

ACTIVE VOCABULARY
"less-than-an- arm's-length" lease agreement - договор аренды без права
субаренды
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advance payment method - метод авансовых платежей
Advance understandings - предварительные условия
advances - авансовые платежи
application - заявка
authorized organizational representative - уполномоченный представитель
организации
budget information - non-construction programs - информация о бюджете.
Программы, не связанные со строительством
Business Support Personnel - персонал для оказания поддержки
бизнеса
capital leasе - долгосрочная аренда
Carryover - переходящий остаток
cash management plan - план управления наличными средствами
CDC Guidelines for Budget Preparation - Рекомендации Центра контроля
и профилактики (CDC) по подготовке бюджета
Centers for Disease Control and Prevention (CDC) - Центр контроля и
профилактики заболеваний
Central Contractor Registration (CCR) - Центральный реестр подрядчиков
change in scope - изменения в области исследования
cognizant agency - компетентное агентство
cooperative agreement - соглашение о сотрудничестве
Cost Accounting Standards - стандарты исчисления себестоимости
cost principles for... - принципы определения затрат для
Cost rate agreement - договор о размерах затрат
Course manual - Учебник
Department of the Treasury - Министерство финансов
direct cost - прямые затраты
disbursement - погашение расходов
discussion point - вопрос для обсуждения
Division of Financial Systems - Отдел финансовых систем
Dun and Bradstreet number (DUNS) - номер DUNS
EIN (Entity Identification number) - Идентификационный номер
юридического лица
Expense Source Documents - Первичные документы по затратам
Extramural Resource Specialists - Внештатные специалисты
FAR - Federal Acquisition Regulation - правила закупок для федеральных
нужд
Federal Cash Transactions Report - Отчет о федеральных денежных
операциях
Federal grant number - Номер федерального гранта
Federal Property and Administrative Services Act - Закон "О
государственной собственности и административных службах"

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final cost objective - итоговый объект затрат
final rate - окончательная ставка
Finance Coordinator - Руководитель финансового отдела
Financial accounting system - Система финансовой отчетности
first-in/first-out principle - расходование средств в порядке получения
fixed rate - фиксированная ставка
FSR (Financial Status Report) - Отчет о финансовом состоянии
fund raising - привлечение финансовых ресурсов
GMO - Руководитель отдела по управлению грантами
GMS - Специалист по управлению грантами
grant performance - реализация гранта
grantee - грант-получатель
Guidelines for Budget Preparation - "Рекомендации для подготовки
бюджета"
Heads of executive departments and establishments - руководство
департамента администрации и исполнительной власти
HHS GPS - «Меморандум по грантам» Министерства здравоохранения
и социального обеспечения
home - жилое помещение
idle capacity - неиспользуемые мощности
idle facility - простой объекта
indirect cost - непрямые затраты
indirect cost rate - ставка непрямых расходов
Interim Progress Report - Промежуточный отчет
less than arm's length party - заинтересованная сторона
Line item entry - затратная статья
no-cost extension? - продление на условиях отсутствия расходов или
затрат
non-competing continuation award - внеконкурсное продление гранта
nonexempt employee - неосвобожденный от налогообложения сотрудник
Notice of Award (NoA) - Извещение о программе финансирования
Office of Federal Financial Management - Отдел управления федеральными
финансами
Office of Management and Budget (OMB) - Административно-бюджетное
управление
OIG - Управление генерального инстпекора (OIG)
OMB approval number - Номер разрешения от Административно-
бюджетного управления
Outreach Supervisor - Управляющий отделом по работе с населением
Payment Management Division (PMD) - Отдел, занимающийся платежами
Payment Management System - Система управления платежами
Performance data - данные о результатах деятельности

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performance site - площадка для исследования?
predetermined rate - заданная ставка
Principal Investigator - Главный специалист
Principal Investigator/Project Director - Главный специалист / Директор
проекта
Prior-Approval Requirements - требования к предварительным
согласованиям
procurement standards - стандарты взаимодействия с поставщиками
Program Official - Официальный представитель
Program or Project Director - директор программы или проекта
Program Support Center - Центр поддержки программ
Project Coordinator - координатор проекта
Project Officer - Руководитель проекта
property management system - система управления собственностью
provisional rate - предварительная ставка
recipient - участник/ получатель
reimbursable payment method - метод компенсационных платежей
Reporting particulars - Сведения об отчетности
salaries and wages - заработная плата
schedule of planned occupancy dates - график приема объекта в
эксплуатацию
sealed-bid procurement - закупки по закрытым предложениям
SF-269 - Стандартная форма SF-269
SIC Code - код отрасли по стандартной классификации
simplified acquisition threshold - порог упрощенных закупок
sub-grantee - получатель субгранта
subaward - субгрант
Subgranting - субгрантирование
supplies - поставки
under the grant - согласно условиям гранта
Unit cost - себестоимость продукта
unliquidated obligation - непогашенное обязательство
unobligated balance - нераспределенный остаток
Use of funds for non-grant-related purposes - Нецелевое использование
средств.
Grant proposal and policy
Each year, the U.S. government along with private foundations and
public corporations offer billions of dollars in funding to individuals and
organizations to be used for specific projects. This funding, which is called a
grant, requires no repayment as long as it is used to fund the project for which
it was allocated. Grants can be given to individuals, non-profit or not-for-
profit companies, charitable organizations, or educational facilities. In order

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to receive a grant, however, the prospective recipient must submit a formal
request to the organization. This request is called a grant proposal.
Grant proposals can be submitted in a variety of ways. Some
organizations provide an application form, while others require the requestor
to submit a written document, called a full proposal. The requirements for
completing the proposal are normally spelled out in a Request for
Proposal(RFP).
Preparing a successful grant proposal generally involves following a
standard process. Once the interested parties, often referred to as
stakeholders, have determined that the grant will suit the agency's or
organization’s needs, the grant writer or administrator should review the
RFP. Specific attention should be paid to formatting, page count, and all
necessary components for qualification. The person responsible for writing
the proposal should then prepare an outline or standard format sheet to be
followed by everyone involved in the writing process.
Normally, a grant proposal consists of certain set components. A cover
letter is almost always required, and while this must be concise, it also should
properly summarize the document. The cover letter should include
information on the applicant, how the money will be used, and salient
information about why the applicant is a good fit for the funding.
Within the body of the grant proposal, the applicant must provide an
assessment of the agency’s needs, and then address the specific goals that the
agency hopes to achieve with that funding. A detailed outline of the proposed
program must also be provided. This plan will detail how the money will be
used, and include a timeline for achieving the stated goals. The document
must also describe the means by which achievement of these goals will be
measured.
A grant proposal usually offers specifics on the requestor’s
qualifications, including bios of key staff, past performance summaries, and
an overview of the financial status of the agency. Frequently, a
preliminary budget is also required. Finally, a summary section should be
submitted, encapsulating key points and providing a quick overview of the
proposed program. If the RFP allows, an appendix can be used for
supporting documentation, full bios, or other pertinent information that will
help make the case for the award.
In recent years, it has become standard practice for funding agencies to
request a short letter of inquiry from prospective applicants before a full
grant proposal is submitted. This helps to weed out those applicants whose
goals do not match the grantors’ mission. This process also prevents agencies
from spending a lot of time and money on putting together full proposals for
money for which they are either not qualified or not able to fully utilize.

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 TOP 5 GRANT WRITING TIPS
If you are new to grant writing, here are some tips to keep in mind as you
develop your proposals:
1. Give yourself plenty of time. Researching grant opportunities and gathering
the information needed for an effective proposal can be a time-consuming
process. Start earlier than you think you need to, and create a schedule to
keep your grant writing process on track.
2. Keep trying. If your proposal is rejected, revise it and apply again. Persistence
can pay off, and you don’t need to wait for the results of one application
before applying for a different grant. Sending proposals to a diverse selection
of funders may also increase your chances of being selected.
3. Details matter. Be specific about how funding will be used, goals will be
achieved, and data will be collected, as well as your timeline of action steps.
Grant makers want to know exactly how their money will be used, what
impact the project or program will have, and why the project is important.
4. Follow the rules. Follow grant application guidelines exactly, including
answering required questions, providing requested information, and sticking
to a submission timeline.
5. Pay attention to formatting. The format of your proposal may be dictated by
grant guidelines or a preset application, but make sure it is organized with
clear headings. Information should be easily accessible and appropriate for
the given audience.
One final tip: Create a reusable template that can be adjusted for a variety of grant
applications.

Winning scholarships sounds pretty easy – just apply and wait for the money
to roll in. That's not how it works, of course. But you can increase your odds
of success by paying attention to detail and avoiding common problems that
prompt judges to judge you – and not in a good way.
You likely already know the basics: Apply on time, complete the application,
don't make spelling or grammar mistakes and meet the eligibility
requirements. Even a stellar application from someone in Connecticut won't
win an award that is for Iowa residents.
But here are seven common scholarship application mistakes students make as
well as tips on how and why to avoid them.
1. Don't wing it: One big mistake is to start applying for every award in sight.
Maybe an even bigger one is applying only for one or two high-dollar
scholarships.
Go into the process with a strategy.
• Many local groups offer awards – they may be small, but they can add up;
plus, the competition is often lower.
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• If you know your major, check out the corresponding department at your
prospective school and see whether you qualify for school awards. Then, look
outside your school for professional or other organizations that offer help
within your major.
• Don't count on winning that one big scholarship that will cover everything,
but also don't apply for everything in sight. Why? Scholarship application
fatigue can kick in – the more you fill out, the less committed you may be to
each individual application and the more likely you will be to make mistakes.
Decide on the best candidates, arrange them by deadline and go from there.
[Know what to do before, during and after the scholarship search.]
2. Don't let others do the work: Your parents may nag you about filling out
scholarship applications – after all, the more money you win, the less they
pay.
It may be tempting to ask your parents to fill out applications for you, but
that's a big mistake. Part of going to college is becoming an adult. Start now
and take control of your future with your work.
While your parents might know the outlines of what you see as your future,
they may not know the specifics needed for the scholarship application. Some
scholarships also require an interview. If your parents complete the
scholarship on your behalf, you could get blindsided during the interview if
you're asked about something you didn't know was in the application.
This doesn't mean you have to go it alone. Get input on your essay ideas and
the finished product from a parent, teacher or trusted friend – or all three.
3. Don't simply reuse essays: One essay won't suffice for every scholarship you
want. Judges can tell when you've just changed the names of the award on a
one-size-fits-all essay.
Your essay needs to reflect you and your goals for each particular
scholarship. It also provides perhaps your best opportunity to make the case
that you're a winner in general and should be the scholarship winner. Make
the introduction sparkle in case that's as far as the judges get – and don't try
to impress with unfamiliar big words that you could misuse.
If you choose to recycle an essay from a previous application that you think
meets the current prompt, be sure to freshen it up. You can add a section
specific to the organization offering this award, for example.
[Check out four ways to make a scholarship essay stand out.]
4. Don't forget to check the details before submitting: For many scholarships,
you can apply online or via email. But once you hit send, you can't make
changes.
If you are applying online, check that you have entered all the information
correctly before you submit. If you are emailing your application, be sure you
have the correct address. And always double check that you've entered your
own email address correctly.

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Also make sure your email address is appropriate – not a novelty or nickname
address like pigletgirl43@hotmail.com. You can always set up a separate
scholarship email. This may also be a good time to edit anything from your
social media accounts that could be construed as offensive or distasteful.
5. Don't spend money to make money: Don't pay for a scholarship. If a
scholarship requires an application fee or any other payment, it's almost
certainly a scam. And if you're "guaranteed" an award for a payment, run
from the scholarship.
6. Don't wait until the last minute: You may pride yourself on working well
under pressure, but waiting until the last minute can leave you in a bind. For
one thing, you might need transcripts or recommendations – allow plenty of
time to pull together all the required elements for the application. Plus, give
your recommenders the time they need to write you a recommendation.
Applying for a scholarship on the day of the deadline also can send bad
messages to an organization. For one, it can signal that you're a
procrastinator – remember this is your only chance to make a first
impression.
Or it can indicate that this scholarship is an afterthought and that you applied
for more important awards first.
7. Don't underestimate the power of a recommendation. When it comes to
recommendations, choose wisely, selecting a teacher, counselor or adult
leader who knows you well and can articulate your case clearly and
powerfully.
Are there other mistakes you can make? Of course. But avoid these for sure
and concentrate on selling yourself and setting up a successful future.
Grant documents: Cover Letter, Motivation Letter
There’s been a lot of confusion about the role of a motivation letter vs
cover letter. The terms sometimes appear to be interchangeable but there
are subtle differences that you need to be aware of. Let’s sum up what sets
apart each of the documents:
How do you know it’s a cover letter?
 Type of document: compulsory
 Situation: applying for a job
 Function: convince the hiring manager to read the resume
 Content: skills, work experience, education and accomplishments
 Relevance of content: only job-relevant
 Length: half a page
 How do you know it’s a motivation letter?
 Type of document: optional
 Situation: applying for a university, internship, volunteering
 Function: describe the applicant’s motivation, inspiration and reasons
 Content: skills, qualifications, achievements, struggles and challenges
 Relevance of content: both relevant and non-relevant to the position
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  Length: approximately one page

Generally speaking, both of them give you a chance to deliver your

“elevator pitch”.
Also notice how both documents follow similar guidelines but serve a
slightly different purpose. Read on and make sure you get them right the
next time you need to attach one of them to your resume!

The cover letter is the introduction to your resume

The cover letter is an introductory letter addressed to a hiring manager.
It normally comes with a resume when replying to an advertised job.
As the name suggests, it’s traditionally sent as the front cover. In fact,
the cover letter is often instrumental in convincing the hiring manager to read
the resume in the first place!
It’s a common mistake to have duplicate content in your resume and
cover letter. However, the cover letter is your chance to say things that
are impossible to express through the resume.
Its main goal is to explain the reasons for applying for the
vacancy. Whereas the resume contains details, the cover letter serves to
elaborate applicant’s skills, work experience, education and
accomplishments. And all of that needs to be relevant to the desired position.
The ideal length of a cover letter is 3-4 paragraphs, or around half a page
of A4. Normally, you should conclude with a request for an interview and
your contact information (e.g. phone or email).

The motivation letter is your powerful personal story.

Motivation letter is usually an optional document. But it’s a good thing
to include it in the application as it’s an excellent tool that can convince the
HR manager you’re the perfect fit for the position.
This document is especially relevant for fresh graduates when applying
to a university, non-profit organization or voluntary work.
The task of the motivation letter is to elucidate why the person’s
interested in the specific position, activity or programme. It’s a document
that sells the application. It markets the job candidate’s ideas, attributes,
qualifications and skills.
The motivation letter is a place to write the story behind one’s finest
achievements. It can also include examples of accomplishments that are not
directly related to the position but speak about your drive to be successful.
On the other hand, it’s good to share weaknesses or struggles that you
faced on your path to success. These stories are helpful in highlighting
characteristics such as determination and perseverance.

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 Motivation letter vs cover letter? Here’s our final piece of advice
When it comes to your cover letter or motivation letter, always
remember to tailor it toward a particular vacancy to make your application
stand out. Throwing around so-called generic cover letters will sell you off as
lazy and careless and that’s definitely not the first impression you want to
convey.
To create an outstanding and powerful application, check out
our complete cover letter guide. And if you’re looking for some inspiration,
check out our database of cover letter samples. You can simply preview them
or use our cover letter builder to create your own in minutes!

1. Standard, conservative style

This is ideal for sectors such as business, law, accountancy and retail.
For more creative sectors, a letter like this might be less appealing, and
could work against you.

Dear Mr Black,
Please find enclosed my CV in application for the post advertised in the
Guardian on 30 November.
The nature of my degree course has prepared me for this position. It
involved a great deal of independent research, requiring initiative, self-
motivation and a wide range of skills. For one course, [insert course], an
understanding of the [insert sector] industry was essential. I found this subject
very stimulating.
I am a fast and accurate writer, with a keen eye for detail and I should be
very grateful for the opportunity to progress to market reporting. I am able to
take on the responsibility of this position immediately, and have the enthusiasm
and determination to ensure that I make a success of it.
Thank you for taking the time to consider this application and I look
forward to hearing from you in the near future.
Yours sincerely
2. Standard speculative letter
This may vary according to the nature of the organisation and the
industry you’re applying to.
Dear Mr Brown,
I am writing to enquire if you have any vacancies in your company. I
enclose my CV for your information.
As you can see, I have had extensive work experience in office
environments, the retail sector and service industries, giving me varied skills and
the ability to work with many different types of people. I believe I could fit easily
into your team.

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 I am a conscientious person who works hard and pays attention to detail.
I’m flexible, quick to pick up new skills and eager to learn from others. I also
have lots of ideas and enthusiasm. I’m keen to work for a company with a great
reputation and high profile like [insert company name].
I have excellent references and would be delighted to discuss any possible
vacancy with you at your convenience. In case you do not have any suitable
openings at the moment, I would be grateful if you would keep my CV on file
for any future possibilities.
Yours sincerely

3. Letter for creative jobs

We’ve used the example of a copywriter but you can adapt it for your
profession. The aim of a creative letter is to be original and show you have
imagination, but understand what the job entails. Balance is essential: don’t
be too wacky, or it will turn off the reader.

Dear Ms Green,
· Confused by commas?
· Puzzled by parenthesis?
· Stumped by spelling?
· Perturbed by punctuation?
· Annoyed at the apostrophe?
Well, you’re not alone. It seems that fewer and fewer people can write.
Unfortunately, there are still a lot of people who can read. So they’ll spot a gaffe
from a mile off. And that means it’s a false economy, unless you’re 100% sure
of yourself, to write your own materials. (Or to let clients do it for themselves.)
To have materials properly copywritten is, when one considers the whole
process of publishing materials and the impact that the client wishes to make, a
minor expense. Sloppiness loses clients, loses customers.
There is an answer. Me. Firm quotes are free. You can see some of what I
do on my multilingual website at [insert web address]. If you’d like, I can get
some samples out to you within 24 hours. And, if you use me, you’ll have some
sort of guarantee that you can sleep soundly as those tens of thousands of copies
are rolling off the presses.
Luck shouldn’t come into it!
With kindest regards

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Дарси 11.
Грамматика: Modal verbs.
Матн: A scientific paper and an abstract

Modal verbs can, may, must

We use the modal verbs can, may, must in the English language to express
various meanings – ability, possiblity, permission, attitudes, opinions, etc.

Modal (auxiliary) verb CAN

1. Can is used to describe the ability to do something.
I can swim very well.
Can he speak English fluently? – No, he can’t.
We cannot sing at all!
2. Can expresses the possibility to do something.
We can go to the seaside at last. Our holidays start next week.
3. We use can to say that something is probable.
It can be John. He has blond hair and he is wearing glasses.
4. Can expresses the permission to do something.
Why not? You can marry her. She is a nice girl.

Modal (auxiliary) verb MAY

1. May is used for permissions.
You may borrow my car. I won’t need it.
May I smoke here? – No, you can’t, I’m sorry.
2. May is used for expressing probability or prediction.
They may call tomorrow. I hope so.

The main difference between may and can is in style. May is more formal
than can. Can is typical of spoken English.
3. The opposite of may is must not or may not.
May I smoke here?
 – You mustn’t smoke here. (strong prohibition)
 – You may not smoke here. (more polite, very formal)
 – You can’t smoke here. (informal spoken English)
Modal (auxiliary) verb MUST
1. Must is used for strong obligations. It is personal, because it shows
the speaker’s opinion or will.
I must clean my teeth. I want to be healthy.
You must go there. And do it right now!
2. Must expresses strong recommendation.
You must see it. It’s the best film I’ve ever seen.
3. We use must to express certainty of the speaker.
They must be at school by now. It’s already 9 o’clock.
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4. The opposite of must is need not.
Mum, must I wash up? – No, you needn’t. I’ve already done it.

Must not has a different meaning. It is used to express prohibition that

involves the speaker’s will.
We mustn’t come late today. Or the teacher will be very angry.
He mustn’t enter this room. It is dangerous.

We can also use 'have to' to express strong obligation. But “have to” is
impersonal. We use it for stating facts and when we use 'have to' this usually
means that some external circumstances make the obligation necessary. Мы
используем его для того, чтобы описать факты, и если мы используем
‘have to’, это значит, что существуют внешние обстоятельства,
вызывающие данную необходимость. Compare:
I have to get ready with my report otherwise I`ll get a bad mark. Я должен
подготовить свой доклад, иначе я получу плохую отметку. Внешние
факторы влияют на необходимость выполнения действия: боязнь
получения Плохой отметки влияет на необходимость подготовки
доклада.
So, must - должен, с точки зрения говорящего; have to - приходится,
вынужден в силу обстоятельств

The modal verb OUGHT TO

Unlike some other modal verbs in English, the modal verb has only the
present tense - ought to. And it is worth remembering that the infinitive is
used after this modal verb is used with a particle necessarily to. That’s just
the infinitive and helps us reflect one time or another in our speech. In other
words, to determine the time of any offer we can infinitive. For example:
I ought to buy something for tea, biscuits or sweets. (action relates to the
present time) - I need to buy something for tea, cookies or candy.
You ought to have decided that. (action refers to the elapsed time. It was
desirable but could not implement it) - you should decide that for a long time.
You ought to be sleeping instead of watching a serial. (action relates to this
a long time) - You should have to sleep rather than watch the show.
If you look at the translation of these proposals will find that the modal
verb ought to need to pass in a sentence using the words such as «it is
necessary (to), it ought (to), you would …». If we want a negative phrase, in
front of these words, we put the negative particle «no».
The modal verb ought to serve us for the expression:
The Council, moral or social duty.
We ought to weigh well what we can decide. - We should think very carefully
before you make a decision.
He ought to have been more tactful. - He should have been more tactful.
I suppose we really ought not to be laughing at her, but I just can not help it. - I
think we should not laugh at her, but I just could not resist.
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I feel that I ought to spend more time with my children. - I think I need to spend
more time with their children.
You ought to be ashamed of yourself. - Shame on you!
You ought to watch your weight. - You should watch your weight.
The firm belief that transmitted the words «should be, apparently.»
He ought to have done what I told him. - He apparently did what I told him.
They ought to have come earlier. - They must have come before.
The modal verb NEED
Here the verb need is «two-faced.» It can be not only modal but
semantic meaning «need to have a need to be properly». Therefore, be
careful when running with the proposals contained modal verb need (and
maybe he’s not at all modal).
We need your help. - We need your help. (meaning the verb)
We need not stay up late. - We do not need to go to bed late. (modal
verb)
Also note that the semantic verb need, you can use at all times.
I need to see you. - I had to see you.
I needed your help yesterday. - Yesterday, I need your help.
I will need you always. - You’re always going to need me.
Despite this, the value of the modal verb need not very different from
the basic meaning of the verb meaning. The modal verb need exists in order
to express the need to do something. In the Russian language the modal
verb is usually transmitted by the words «need not, necessarily must be.»
Need you take more care of your kids? - You need to pay more attention
to the children?
If we encounter a negative sentence with modal verb need, remember
that in this case he will express no need for permission to do something (you
can not do or do not have).
We need not work so much. - We do not need to work so much.
Options for the use of the verb in negative sentences need two: you do
not need (as a semantic) / you need not (as the modal). The difference
between them is virtually no. So often in the construction of such proposals
are semantic verb need. And according to the same question - Do I need to
….?
Do you really need my help? - You need not worry. - Do you really need
my help? - No, do not worry.
You do not need to finish the work if you are to leave, it can wait. - You
do not have to finish the job right now. If you need to go, work can wait.
I did not need a coffee break. - I do not need a break (coffee).
And one more thing: a modal verb need in the negative (need not)
combined with perfect infinitive shows us the action that has been
committed, but in which there was no need.
You need not have taken your umbrella. - You took an umbrella in vain.
I need not have gone there. - I should not go there.

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ACTIVE VOCABULARY
inevitably - ногузир, ҳатман, неизбежно
to require - талаб кардан, требовать
to hire - киро кардан, нанимать
accomplishment - иҷроиш, ноилшавӣ, выполнение (достижение)
superficial - рӯякӣ, сатҳӣ, сарсарӣ, поверхностный
to irritate - ранҷондан, оташин (хашмгин) кардан, ба ҷӯш овардан,
раздражать
tinted paper - коғази рангоранг, тоновая окрашенная бумага
merit - эътибор, шаън, қадру қимат, [қурбу] манзалат, достоинство

What is the structure of a scientific paper?

All scientific papers have the same general format. They are divided into
distinct sections and each section contains a specific type of information. The
number and the headings of sections may vary among journals, but for the
most part a basic structure is maintained. Typically, scientific papers are
comprised of the following parts:
 Title
 Abstract
 Introduction
 Methods
 Results
 Discussion
 Acknowledgments
 Literature cted
Because scientific papers are organized in this way, a reader knows what
to expect from each part of the paper, and they can quickly locate a specific
type of information.
Let's examine the content in each section of a scientific paper, and
discuss why each section may be useful to you as a reader.
TITLE. The title will help you to determine if an article is interesting or
relevant for your project.
Well-written titles give a reasonably complete description of the study
that was conducted, and sometimes even foreshadow the findings. Included
in a title are the species studied, the kinds of experiments performed, and
perhaps a brief indication of the results obtained.
ABSTRACT. Abstracts provide you with a complete, but very succinct
summary of the paper.
An abstract contains brief statements of the purpose, methods, results,
and conclusions of a study. Abstracts are often included in article databases,
and are usually free to a large audience. Thus, they may be the most widely
read portions of scientific papers.
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 INTRODUCTION. You will find background information and a
statement of the author's hypothesis in the introduction.
An introduction usually describes the theoretical background, indicates
why the work is important, states a specific research question, and poses a
specific hypothesis to be tested.
METHODS. The methods section will help you determine exactly how
the authors performed the experiment.
The methods describes both specific techniques and the overall
experimental strategy used by the scientists. Generally, the methods section
does not need to be read in detail. Refer to this section if you have a specific
question about the experimental design.
RESULTS. The results section contains the data collected during
experimention.
The results section is the heart of a scientific paper. In this section, much
of the important information may be in the form of tables or graphs. When
reading this section, do not readily accept an author's statements about the
results. Rather, carefully analyze the raw data in tables and figures to draw
your own conclusions.
DISCUSSION. The discussion section will explain the authors interpret
their data and how they connect it to other work.
Authors often use the discussion to describe what their work suggests
and how it relates to other studies. In this section, authors can anticipate and
address any possible objections to their work. The discussion section is also
a place where authors can suggest areas of improvement for future research.
ACKNOWLEDGMENTS.The acknowledgments tell you what people
or institutions (in addition to the authors) contributed to the work.
In reading the acknowledgments, you can see what sources provided
financial support for the study. You might want to know an industry group
or the federal government funded the study.
LITERATURE CITED. This section provides the sources cited
throughout the paper.
This section offers information on the range of other studies cited: Does
the author cite only his or her previous studies? Are both classic and modern
sources influencing this work? Does the author look to the work of scientists
in other disciplines? The literature cited section is also helpful for generating
a list of background reading on the topic under study.
The Reflection sections of each lesson will challenge you to apply the
concepts you're learning about scientific writing and the scientific process to
your own life.
You're probably familiar with popular magazines on topics related to
health, fitness, and diet. Through this course, you'll also be introduced to a
number of primary sources. It is important to understand the differences

102
between primary and secondary literature and be able to distinguish between
these two sources.
Primary literature refers to the reporting of original research. In
scientific disciplines original research primarily takes the form of articles
published in scholarly journals. When looking for a primary research article,
look for sections labeled "Methods" and "Results." These are articles that
report data.
Secondary literature refers to materials that synthesize, repackage, or
reference the primary research. Examples of secondary literature include
articles published in popular periodicals such as Scientific American and
news magazines such as Newsweek. Scholarly literature reviews, indexes, and
reference books are also examples of secondary literature.
Q. What secondary sources do you use to get information about your
interests and hobbies? What kinds of primary sources do you think the
information in those secondary sources is based upon?
Overview: How Scientists Read
Reading a scientific paper can be a daunting task. The structure of
scientific papers is very different than other forms of writing, and the content
of scientific papers can be complex. In our first step towards becoming expert
readers of the scientific literature, we will explore two questions:
 How do expert readers approach a scientific paper?
 What is the structure of the scientific paper?
How do expert readers approach a scientific paper?
Expert readers of scientific literature approach a paper with a critical
mindset. This means that they do not automatically accept an author's
conclusions. Rather, experienced readers examine whether an experiment and
its data and analysis support the claims of the author. Readers are persuaded
by the data and its analysis, not by an author's writing.
Additionally, readers of scientific literature often read with a very
specific purpose. They may not read the entire paper. Instead, they focus on
sections of the paper that will answer their exact questions. Occasionally,
scientists will skim many papers with no definite question in mind. Rarely,
however, will scientists read an entire paper from start to finish unless it is of
particular importance.
Questions an expert reader will ask when reading a scientific paper:

103
 Expert readers of scientific literature approach a paper with a critical
mindset. This means that they do not automatically accept an author's
conclusions. Rather, experienced readers examine whether an experiment and
its data and analysis support the claims of the author. Readers are persuaded
by the data and its analysis, not by an author's writing.
Additionally, readers of scientific literature often read with a very
specific purpose. They may not read the entire paper. Instead, they focus on
sections of the paper that will answer their exact questions. Occasionally,
scientists will skim many papers with no definite question in mind. Rarely,
however, will scientists read an entire paper from start to finish unless it is of
particular importance.

Questions an expert reader will ask when reading a scientific paper:

Example - Why read a scientific paper?

I'm having trouble getting my experiments to work, and I think I might
have the wrong concentration of NaCl in my solutions. I better check to see
what other investigators have used.
Those folks at Your State University have been working on the same
question as me. I wonder whether their work supports or contradicts mine?
I can't believe those folks at Your State University are claiming their
results contradict my work. I'm going to scrutinize their data and analysis to
see if they've made any mistakes.
That work sounds interesting, I wonder if I might be able to incorporate
any of the ideas or approaches into my own work.
That Albert Einstein is a pretty bright guy, it's probably a good idea if I
keep up with his work.
I'm trying to stay current with my field, I wonder what new work is out
there.
When initially analyzing a paper, you may not have a specific question
in mind, but you should try to develop questions as you continue to read.
To read scientific papers effectively, it is important to understand the
individual sections of a scientific paper. This topic is explored in the next page
and throughout this tutorial.
What is an abstract?
The reading of original literature is crucial to get the latest
information.
Summary (abstract, precis) and annotation have become important
forms of such information providing. These forms can essentially reduce the
specialists' time of information (data) processing.
Summary is a short written account of something, which gives the
important points but not the details. It is usually opens an article or a report.
It can be considered as a shortened version of an original. The summary is
expected to be about a sixth or a tenth of the original in length. It is usually
far easier to write it after you have read the original. First, go through it lifting
out important information, findings, conclusions and recommendations. It is
104
necessary to avoid including excessive background and detail. Sometimes the
summary may take a spoken form.
To prepare a summary you should:
1. Study the work carefully;
2. Make definite opinion of what has been read;
3. Develop the appropriate style of writing;
4. Communicate accurately the author's conclusions;
5. Write briefly and clearly.

Annotation is the extremely brief account of the main contents like the
list of major problems. If the purpose of summary is to get the reader
acquainted with the main contents of the original and the substitute it to some
degree, the annotation considers only the article's or the book's topic and
facilitates search of necessary information on the subject.
To make annotation, you should do the following:
1. Write down the name of the original (article or book) in English.
2. Translate this into Russian.
3. Write down the publishing data of the article (book).
4. Resume briefly (in 3—6 sentences) the contents of the original. The
following phrases normally open summaries and annotations:

The article is concerned with . . .

This work deals with . . .
This work is devoted to . . .
Mention was made of the new achievements in the field of. ..
Special emphasis is laid on . . .
Particular attention is given to . . .
Notice has been taken to . . .
It is known (thought) that. . .
A new method (approach) has been proposed. . .
The author comes to the conclusions . . .
The work is of primary interest (importance, value) for. . .
One manager who had trouble summarizing a lengthy report
discovered a helpful technique. He imagined that he and his boss got on the
elevator on the 35th floor and rode down to the lobby. His boss remarked, "I
just got your report on the new sales incentive plan. What's it all about?"
The manager would — in the time it takes an elevator to descend 35 floors
— give his boss the rationale, findings, and recommendations of the report.
Depending on how tall your building is — or how fast or slow the
elevators are — you may want to try this technique to help you frame your
summary.
I. The following set of questions asks you to indicate which section of a scientific
paper you would consult to find a particular piece of information.
1. What section of a scientific paper would you consult in the following
situation?

105
1. I'm having trouble getting my experiments to work, and I think I might
have the wrong concentration of NaCl in my solutions. I better check to see
what other investigators have used.
a. Introduction
b. Methods
c. Results
d. Discussion
2. I can't believe those folks at Your State University are claiming their
findings contradict my work. I'm going to scrutinize their data and analysis
to see if they've made any mistakes.
a. Introduction
b. Methods
c. Results
d. Discussion
3. That Albert Einstein is a pretty bright guy, it's probably a good idea if I
keep up with his work.
a. Abstract
b. Methods
c. Results
d. Literature cited
4. This study seems to really support the use of SuperBoost Vitamin Shakes.
I wonder who funded this study?
a. Introduction
b. Methods
c. Discussion
d. Acknowledgments

II. Answer the questions.

1. What is a definition of a summary?
2. Is it difficult to write summaries?
3. What phrases are typical for a summary or an annotation opening?
4. What technique can be proposed for making an annotation?
5. How long can it take you to write a summary?

III. The questions below refer to this paper. Please answer the questions in the
space provided, then print out this page and bring it to class.
M.A. Tarnopolsky, C. Zawada, L.B. Richmond, S. Carter, J. Shearer, T.
Graham, and S. M. Phillips. Gender differences in carbohydrate loading are
related to energy intake. J Appl Physiol 91: 225-230, 2001.
http://jap.physiology.org/cgi/reprint/91/1/225.pdf

106
1. How many subjects participated in the study? Where did you find this
information?
Type your answer here.
2. Who funded the work done in the study? Where did you find this
information?
Type your answer here.
3. What future work do the authors propose? Where did you find this
information?
Type your answer here.
4. What institutions are the authors affiliated with? Where did you find this
information?
Type your answer here.

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Дарси 12.
Грамматика: Direct and Indirect Speeches.
Матн: Attending Conferences

Direct and Indirect Speeches

Нутќи айнан ва мазмунан наќлшуда
Нутќи айнан наќлшуда (Direct Speech) гуфта, нутќеро мегўянд, ки аз
тарафи гўянда баён мешавад:
He said, “I help you”.
Вай гуфт: “Ман ба ту ёрї медињам?”
He said, “I don’t speak French”.
Вай гуфт: “Ман бо забони фаронсавї гап намезанам”.
He says, “I often play tennis”.
Вай мегўяд: “Ман гоњо тенисбозї мекунам.”
Аксари сарљумлањое, ки пас аз онњо нутќи айнан наќлшуда (ё
мазмунан наклшуда) меоянд, ба воситаи феъли “to say - гуфтан (he, she)
says - (вай мегўяд)”, said (гуфт) ва ask (пурсидан), asked (пурсид) аз
тарафи гўянда оѓоз меёбад ва пас аз феълњои номбурда, аломати вергул
гузошта шуда, дар дохили нохунак нутќи айнан наќлшуда пас аз
аломати вергул меояд:
He says, «I know her».
Вай мегўяд: “Ман ўро мешиносам”.
She says, “Ahmad will do it.
Ў мегўяд: «Ањмад ин корро иљро мекунад”.
He said, “I am busy now”.
Вай гуфт: “Ман њоло машѓулам”.
He said, “I must call her now”.
Вай гуфт: “Ман бояд ба ў њозир занг занам”.
I asked her, “What are you doing?”.
Ман аз ў пурсидам: “Ту чї кор карда истодаї?”
She asked me, “Where do you live?”.
Вай аз ман пурсид: “Ту дар куљo зиндагї мекунї?”.
Нутќи мазмунан наќлшуда (Indirect Speech) гуфта нутќеро мегўянд,
ки мазмуни сухани гўяндаи дигарро ифода кунад:
He says (that) he often plays tennis.
Вай мегўяд, ки гоњ-гоњ теннис бозї мекунад.
She says (that) Ahmad will do it.
Ў мегўяд, ки ин корро Ањмад иљро хоњад кард.
He said that he doesn’t speak French.
Вай гуфт, ки бо забони фаронсавї њарф намезанад.
He said that he didn’t speak French.
Вай гуфт, ки бо забони фаронсавї гап назад.
He asked me where I live.
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 Вай маро пурсид, ки дар куљо зиндагї мекунам.
Нутќи мазмунан наќлшуда ба воситаи пайван-даки that (ки) ва бе он
низ сохта мешавад:
He says, “I am clever”.
Вай мегўяд: “Ман доно њастам”.
He says that he is сlever.
Вай мегўяд, ки ў доно аст.
Ѓайр аз феълњои “say” “(he/she “says”, “said”) ва “ask” (asked”)
љумлањои нутќи айнан наклшуда боз бо феълњои “think (фикр кардан)”,
“answer (љавоб додан)”, “write (навиштан)” ва ѓайра оѓоз меёбад ва ба
монанди феълњои “say”ва “ask” пас аз онњо аломати вергул гузошта
мешавад. Њамчунин дар дохили нохунак нутќи айнан наќлшуда омада,
он пас аз аломати вергул меояд:
Direct Speech Indirect Speech
Нутќи айнан наќлшуда Нутќи мазмунан наќлшуда
Daler thinks, that “I eat very much”. Daler thinks that he eats very much.
Далер фикр мекунад, ки “Ман бисёр Далер фикр мекунад, ки вай бисёр
мехўрам. мехўрад.
Surayo writes, “I will come in Surayo writes that she will come in
summer. summer”.
Сурайё менависад: “Ман тобистон Сурайё менависад, ки ў тобистон
меоям”. меояд.

Пурра таѓйир додани нутќи айнан наќлшуда ба мазмунан наќлшуда

ва замон, љонишинњои шахсї, љонишинњои соњибї, љонишинњои
ишоратї, зарфњо ва ѓайра иваз мегарданд
Дар нутќи мазмунан наќлшуда агар хабари сарљумла дар замони
гузашта омада бошад, пас хабари љумлаи пайрав низ дар замони
гузашта меояд:
Ahmad said “I write French”.
Ањмад гуфт: “Ман бо фаронсавї менависам”.
Ahmad said that he wrote French.
Ањмад гуфт, ки ў бо фаронсавї менависад.
Агар хабари љумлаи нутќи айнан наќлшуда (љумлаи пайрав) дар
замони гузашта (Past Indefinite) ояд, њангоми он љумларо ба нутќи
мазмунан наќлшуда баргардонидан ба љои замони гузашта (Past
Indefinite), дар нутќи мазмунан наќлшуда замони гузаштаи мутлаќ (Past
Perfect) истифода мешавад:
She said, “Ahmad went to the museum”.
Ў гуфт: “Ањмад ба осорхона рафт”.
She said that Ahmad had gone to the museum.
Вай гуфт, ки Ањмад ба осорхона рафтааст”.
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 Ба љои замонњои оянда“ (Future Tenses)”, ки дар нутќи айнан
наќлшуда омадааст, дар нутќи мазмунан наќлшуда, замони “Future in
the past” кор фармуда мешавад: (would - should).
He said, “She will go to the Park”.
Вай гуфт: “Ў ба боѓи истироњатї меравад.”
He said that she would go the park.
Вай гуфт, ки ў ба боѓи истироњатї хоњад рафт.
I said, “ I will be here tomorrow”.
Ман гуфтам: “Ман пагоњ дар ин љо мешавам”.
I said that I should be there next day.
Ман гуфтам, ки рўзи дигар дар ин љо мешавам.
Феъли ask (asked) бештар дар љумлањои саволї кор фармуда
мешавад.
He asks me, “Where is Ahmad?”.
Вай аз ман мепурсад: Ањмад дар куљо аст?
He asks me where Ahmad is.
Вай маро мепурсад, ки Ањмад дар куљо аст.
She asked me, “Where I lived.
Вай аз ман пурсид: “Ту дар куљо зиндагї мекунї?”.
She asked me where do I live?
Вай аз ман пурсид,ки ман дар куљо зиндагї мекунам.
Љумлањои инкории нутќи айнан ва мазмунан наќлшуда пас аз
феълњои ёридињанда дар нутќи айнан наќлшуда ва пас аз љонишинњои
шахсї ба вазифаи пуркунанда омада, дар нутќи мазмунан наќлшуда
њиссачаи инкории “not” илова карда мешавад:
My friend said, “Don’t open the door now.”
Дўстам ба ман гуфт: “Ин дарро њозир накушо”.
My friend told me not to open thаt door.
Дўстам ба ман гуфт, то ки он дарро накушоям.
Дар забони англисї агар сарљумлаи нутќи айнан наќлшуда бо
феълњои модалї ва бо саволњои умумї оѓоз шавад, дар нутќи мазмунан
наќлшуда ба сарљумла яъне пас аз феъли ask (asked) пайвандакњои “if”
ё “whether” њамроњ карда мешавад:
He asked me, “Will Ahmad be here tomorrow?”.
Вай маро пурсид: “Ањмад пагоњ ин љо хоњад њозир шуд?”.
He asked me if Ahmad would be there the next day?
Вай маро пурсид, ки оё Ањмад он љо рўзи оянда меояд?
He asked me, “Do you know the way to the station?”.
Вай маро пурсид: “Оё роњи ба сўи истгоњро медонед?”.
He asked me whether I knew the way to the station?
Вай маро пурсид, ки оё ман роњи ба сўи истгоњро медонам?
ACTIVE VOCABULARY
attending – иштирок, посещать
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rewarding – фоидабахш, полезный, вознаграждающий
experience – таљрибаи амалї, практический опыт, стаж
socializing – муошират, общение
exotic - ѓайриоддї, нотакрор, необычный
locale - лањља, хусусияти мањаллї, местная специфика, местный диалект
converse - муошират кардан, гуфтугў кардан, общаться, разговаривать
paper - маърўзаи илмї, научный доклад
slightly - ба осонї, слегка, легко
spin - њаяљон, тањрифи аснод, подтасовка фактов, зуд њаракат кардан,
баён кардан, шарњ
inspire - ба ваљд овардан, талќин кардан, вдохновлять, пробудить
expose - боз кардан, ошкор кардан, раскрыть, изњор кардан, излагать,
подвергать, выявить
terrible - дањшатнок, мудњиш, шадид, берањмона, страшный, жестокий
advance - пеш рафтан, такомул ёфтан, равнаќ ёфтан, продвинуться,
развиваться
extremely - бенињоят, хеле, аз њад зиёд, крайне, чрезвычайный
hallway - роњрав, дањлез, даромадгоњ, пойгањ, прихожая, передняя,
коридор
fruitful - самаранок, судбахш, плодотворный, выгодный
cultivate - њавасманд кардан, такмил додан, поощрять, обработать
chief - асосї, муњим, главный, ведущий, важный
gregarious - хушмуомила, хушхулќ, одамдўст, общительный, стадный
trained - таълимхўрда, ботаљриба, выученный, обученный
approach - наздик шудан, мурољиат кардан, аз наздик муошират
кардан, подойти, обращаться, приближаться
gather up courage - шердил шудан, собраться с духом
get better - бењтар шудан, ислоњ шудан, поправляться, улучшаться
to frame - тартиб додан, ташкил додан, коркард кардан, ба наќша
гирифтан, составляться, конструировать
convey - ба самъ расонидан, баён кардан, шарњ додан, выражать,
передавать, сообщать
pitch - дараља, сатњ, фарзия, пешнињод, њадаф, учение, уровень,
предложение, наклон
refine - бењтар кардан, такмил додан, тавзењ додан, равшанї андохтан,
улучшать
interactions - њамкорї, таъсири мутаќобила, муњокима, бањс,
взаимодействие, общение
beware - эњтиёт шудан, худдорї кардан, беречься
trap - дом, ќапќон, капкан, западня, ловушка
tease - шўронидан, ба ѓазаб овардан, оташин кардан, безор кардан,
дразнить, надоедать, поддразнить
stale - оддї, кўњна, ѓамовар, забонзад, несвежий, старый, пошлый
excitement - шавќ, њаяљон, изтироб, восхищение, волнение
admiration - завќ, хурсандї, њайрон шудан, восторг, обожание
convince - бовар кунондан, убедить, уверять
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confuse - ба ошўб овардан, гумроњ кардан, ба шак (шубња) овардан, ба
изтироб кардан, ба тардид овардан, смутить, спутывать, запутывать
open-minded - дилкушод, кушодарўй, общительный,
разоткровенничаться, раскрыть душу
Part I
Participating in a Conference
Attending a conference is a professionally rewarding experience. In
addition to socializing with colleagues from other institutions and a trip to a
possibly exotic locale, the two main reasons to attend a conference are to hear
presentations and to converse with other researchers.
Listening to presentations will inform you of what others are doing
(sometimes more clearly than the paper, and in any event with a slightly
different spin and the ability to ask questions), will inspire research ideas of
your own, and will expose you to different styles of presentation. (You will
see examples of both excellent and terrible talks.)
As your career advances, you'll learn that even though listening to the
talks is extremely valuable, hallway conversations can be even more fruitful.
Do everything you can cultivate such conversations: that is one of your chief
jobs at the conference. (But don't be annoyed if it takes a little while, or a few
conferences, before the task becomes easy.)
Some people are naturally gregarious; some people have trained
themselves to be that way; and others can be shy about approaching people
they don't know at a conference. Gather up your courage and do it anyway;
you'll learn a lot, and eventually you will get better at it.
You should also tell others about your research. Think about how to
frame your work to convey how interesting it is. This is an important skill not
just for a conference but in general. Plan your pitch, practice it with your
friends, then further refine it through interactions at the conference. (Beware
the trap of knowing your work so well that it doesn't sound interesting, or
that you can't tease apart the interesting big issues from the details! I always
return from a conference more excited about my research than when I left: it
had become stale to me, but the excitement and admiration of others upon
hearing of it reminded me how good it actually is.).
Remember to talk first about the goals of your research, and only then
about the techniques you are using. You have to convince others that the work
is worth hearing about before they will be willing to listen to the technical
details.
You'll learn a lot from talking about your work — seeing what confuses
people and receiving their ideas and suggestions, for example — but
remember that no one likes to be in a conversation in which they only listen.
You need to always tell people about your work, but also be sure to ask others
about their work (even doing so first). You'll also learn a lot by listening and
by asking questions. Keep an open mind, and try to deeply understand their
research.

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 Part II
Participating in a Conference
Reading and Speaking (1)
1. Have you ever taken part in a conference?
2. Do you know what an academic conference is?
An Academic Conference
The best way to exchange ideas, learn new things and expand your
network is to become involved in groups relevant to your craft. This can be
through user groups for a particular software environment you work with, or
professional associations.
There are plenty of websites and forums that enable professionals to
engage with one another online, but nothing seals a bond like face-to-face
activities.
The ability to communicate your ideas to audiences will raise your
profile to new levels.
The Academic Conference presents a challenge to interaction with other
scientists. They regularly take part in conferences and discussions around the
world.
A researcher receives an email about the opportunity to submit a
proposal to be a presenter at the conference.
An academic conference or symposium is a conference for scholars and
scientists to present and discuss their work. Together with academic or
scientific journals, conferences provide an important channel for exchange of
information among researchers.
Conferences are usually composed of various presentations. They tend
to be short and concise, with a time span of about 10 to 30 minutes. The work
may be bundled in written form as academic papers and published as the
conference proceedings. They are published to inform a wider audience of the
material presented at the conference.
A conference usually includes a keynote speaker (основной
докладчик). The keynote lecture is longer, lasting up to an hour and a half.
Conferences also feature panel discussions, round tables on various issues
and workshops.
Prospective presenters are usually asked to submit a short abstract of
their presentation. Nowadays, presenters usually base their talk around a
visual presentation that displays key figures and research results.
At some conferences, social or entertainment activities such as tours and
receptions can be part of the programme. Business meetings for learned
societies (научное общество) or interest groups can also be part of the
conference activities.
Academic publishing houses may set up displays at large conferences.
Academic conferences fall into three categories:
a) the themed conference, a small conference organised around a particular
topic;

113
b) the general conference, a conference with sessions on a wide variety of
topics, often organised by regional, national, or international learned
societies, and held annually or on some other regular basis;
c) the professional conference, large conferences not limited to academics
(научные работники) but with academically related issues.
Traditional conferences mean participants have to travel and stay in a
particular place. This takes time. And an online conference uses the Internet,
and participants can access the conference from anywhere in the world and
can do this at any time, using browser software. Participants are given a
password to access the conference and seminar groups.
The conference is announced by way of a Call for Abstracts, which lists
the topics of the meeting and tells prospective presenters how to submit their
abstracts.
Submissions take place online. An abstract is a brief summary of a
research article, and is often used to help the reader quickly ascertain the
purpose of the paper.
An academic abstract typically outlines four elements of the work:
a) the research focus (statement of the problem) – an opening sentence
placing the work in context, and one or two sentences giving the purpose of
the work ;
b) the research methods used – one or two sentences explaining what was (or
will) be done;
c) the results of the research – one or two sentences indicating the main
findings;
d) the main conclusions – one sentence giving the most important
consequence of the work.
The typical abstract length ranges from 100 to 500 words.
Post-Reading
1. Explain the following.
1) to submit a proposal
2) scholars and scientists
3) tend to be short and concise
4) a time span
5) the conference proceedings
6) submissions
2. Match the pairs of synonyms from A and B and translate them.
AB
1. brief a. article
2. scientist b. due to
3. paper c. abstract
4. because of d. scholar
5. summary e. tend
6. have a tendency f. concise
3. Match the verb on the left with a suitable item on the right. Use each item
once.
1. run a. to a conclusion
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2. participate b. a deadline for papers
3. announce c. a keynote speaker
4. introduce d. in a panel discussion
5. publish e. on the screen
6. come f. conference proceedings
7. display g. a workshop
4. Translate the words in brackets.
1. Our university hosted an (научная конференция) last week. 2. Write
your
(аннотация) after the rest of the (статья) is completed. 3. (Статьи)
accepted for
the conferences were published in the (материалы конференции). 4. This
(научное общество) offers its membership to those who have an interest in
civil
engineering. 5 The conference committee decided to postpone the (крайний
срок) for submitting (тезисы) by one week.
5. Answer the questions below.
 What types of academic conferences are there?
 What are presenters usually asked to do?
 What is a call for abstracts?
 What does an academic abstract outline?
6. Find in the text the information about the organisation of academic
conference and describe it:
a) a keynote lecture;
b) the submission of abstracts;
c) social and entertainment activities at conferences;
d) types of academic conferences;
e) a call for abstracts.
7. Find a paper dealing with your field of studying and write an abstract (150
to 250 words).
Language Work (1)
1. Look and memorise the words:
a) article – статья (в печатном издании)
b) paper – статья; научный доклад
c) academic paper – научная статья; научный доклад
Please help to improve this article by adding citations to reliable sources.
I think your paper will interest your audience.
The types of academic papers presented at conferences can vary widely.
2. Phrases for writing a summary:
This paper discusses the effects of …
This paper reports on …
This paper investigates …
This article examines how …
The paper attempts to answer question …

115
 Final Test for Masters
I. Use correct forms of the verbs ‘be’ and ‘have’ depending on the context.
1. All managers ____responsible for managing human resources.
2. Many firms __ a personnel department.
3. The goal of this program to ensure employee competence.
4. He ___ performed his task perfectly.
5. The disciplinary actions performed in three stages.
6. You to compensate your workers adequately.
7. Sometimes firing can avoided by transfer to another job.
8. We hired several new sales representatives.
9. They____ been hired after detailed interviews.
10. There three steps in an effective disciplinary program.
11. Top, or administrative, management _____ complete responsibility for the
whole organization and also_____ the authority to run it.
12. Middle management to do with a lower level of the firm, such as a
department within a division.
13. As one person cannot do all jobs, some work and authority to be delegated
from this person to subordinates who lower down the chain of command.
14. We seen that delegation helps to give people more experience and makes their
work more interesting.
15. However, the person delegating authority to keep overall responsibility for the
decisions.
II. Choose the right form:
1. He tries to finish his thesis, but he … information.
a) find; b) finds; c) has found; d) had found
2. It would be ... if you could answer my fax-message.
a) cheerful; b) good; c) glad; d) kind
3. The objective is not only to identify the problem, . . . it.
a) but solving; b) but also solving; c) but to solve; d) but also to solve
4. If you use pictures and slides, your report will be much ... .
a) interesting; b) most interesting; c) the most interesting;
d) more interesting
5. The article was so complicated th at it …the whole day yesterday.
a) had translated; b) was translated; c) was being translated; d) is translated
6. The problem is easy enough for ... to solve at once.
a) I; b) me; c) my; d) mine
7. The matter . . . at the meeting now is very important.
a) is discussed; b) is discussing; c) has been discussed;
d) is being discussed
8. . . . the firm is almost bankrupt, buying a computer is out of question.
a) because; b) for; c) while; d) whether
9. Professor Smith makes us ... our reports.
a) print; b) to print; c) printing; d) printed

116
10. Please . . . Xerox copies of copyrighted material without the publisher's
permission.
a) no make; b) not make; c) don’t make; d) not to make
11. Microprocessors, unlike computers, are programmed to complete … defined
tasks.
a) specific; b) arduous; c) several; d) similar
12. I have to write two ... this week.
a) hundred-word articles; b) hundred-words articles; c) hundreds-word articles;
d) hundred-word’s articles
13. The staff ... in the conference room.
a) is meeting; b) are meeting; c) meeting; d) have met
III.
1. Make up a question.
We bought a new computer. (What …?)
2. Finish the question and answer it.
You can take the train, …? No, … . It’s too far.
4. Make up negative sentence.
You/ busy
5. Change the sentence into Passive Voice.
He runs the Marketing Department.

117
 Феълҳои нодуруст
Irregular Verbs
Base form Past tense Past participle Translation
шакли дар замони сифати феълии Тарљумаи он
асосии феъл гузашта гузашта
abide abode, abided abode abided истодан, зистан, истиқомат
кардан
arise arose Arisen пайдо шудан, бархестан,
афзоиш ёфтан
awake awoke awaked awoke бедор кардан, бедор шудан

be was, were been будан

bear bore borne бурдан, таваллуд кардан
beat beat beaten задан, зарба задан
become became become шудан
befall befell befallen рўй додан, њодиса ба амал
омадан
begin began begun оѓоз кардан, сар кардан
bend bent bent, bended хам (қат) кардан, хам
(дуто, дуқат) кардан
besеесh besought besought зорї ва тавалло кардан
bet bet bet гарав бастан, шарт кардан

bid bad, bid bid(den) пешниҳод (таклиф,

пешкаш, арз, тақдим)
кардан
bind bound bound бастан, васл кардан
bite bit bit(ten) газидан
bleed bled bled хунрав (хунбор) шудан
blow blew blown вазидан
break broke broken шикастан, кафондан,
вайрон (хароб) кардан,
breed bred bred афтондан;
парвариш аз кор
(калон) кардан;
баровардан
рӯёндан, ба воя расондан,
bring brought brought овардан, расонидан
сабзондан
build built built сохтан, бино кардан
burn burnt burnt сўхтан
burst burst burst тркидан, кафидан
buy bought bought харидан, харид кардан
cast cast cast андохтан, рехтан

118
catch caught caught ба даст афтондан, [даст]
гирифтан
choose chose chosen интихоб кардан
cleave clove, cleft cloven, cleft зада кафондан, зада пора
cling clung clung кардан, зада ҷудо
андармон кардан
шудан,
дармондан, банд шудан
come came come омадан, расидан,
даромадан, ворид шудан,
дохил шудан
cost cost cost арзидан, нарх (қимат)
доштан
creep crept crept хазидан, хазида рафтан
cut cut cut буридан, қатъ (чок)
кардан, пора кардан
dare durst, dared dared љуръат кардан, таваккал
кардан
deal dealt dealt робита доштан, алоќа
доштан, кор доштан
dig dug dug кофтан, кандан, гардондан
draw drew drawn кашондан, кашола кардан,
расм кашидан, рассомӣ
dream dreamt, dreamt, dreamed кардан
орзу кардан; хаёл кардан,
dreamed ба дарёи хаёл ғарк шудан,
хоб дидан
drink drank drunk нўшидан, ошомидан
drive drove driven рондан, ҳай кардан, ҳай
карда (ронда) бурдан,
dwell dwelt dwelt савора
сокин рафтан
шудан, маскун
шудан, ањолинишин
шудан, истодан, истода
мондан. таваққуф кардан
eat ate eaten хўрок хўрдан, тановул
кардан
fall fell fallen афтидан, афтодан,
ғалтидан, рехтан
feed fed fed озуќа додан, таъмин
кардан, даровардан
(иттиллоот)
feel felt felt ҳис кардан, пай бурдан,
донистан; дарк кардан

119
 fight fought fought љанг кардан, мубориза
бурдан
find found found ёфтан, пайдо кардан,
кофта ёфтан; кашф кардан
flee fled fled давидан, давида рафтан,
fling flung flung тохтан, партофтан,
андохтан, наҷот (раҳоӣ)
ҳаво
ёфтан, халос шудан
додан, афкандан,
flow flew flown паррондан
паридан, парвоз кардан
forbid forbade forbidden манъ (қадаған) кардан, рох
(рухсат) надодан
forget forgot forgotten фаромўш кардан
forgive forgave forgiven бахшидан, маъзур доштан,
афв кардан, аз гуноҳи касе
freeze froze frozen ях бастан,
гузаштан
ях кардан,
get got got хунук хӯрдан,
гирифтан, шахкардан,
дарёфт шудан
ба даст овардан
gild gilt, gilded golt, gilded оби (ҳалли) тилло
давондан, зарҳал молидан
give gave given (додан),
додан,зарандуд кардан
дароз кардан
go went gone рафтан, равон(а) шудан
grind ground ground тез кардан, чарх доштан,
кайроқ кардан, орд
кардан, орд кашидан,
кўфтан
grow grew grown калон шудан, сабзидан,
расидан, ба воя расидан
hang hung, hunged hung, hunged овехтан, овезон кардан,
муаллаќ гузоштан
have had had доштан, дорои чизе будан,
соҳиб будан
hear heard heard шунидан
hew hewed hewed, hewn зада буридан, кафондан,
тарошидан
hide hid hidden пинҳон (руст) кардан,
ниҳон (маҳфуз) доштан
hold held held доштан, даст гирифтан,
барпо шудан
hurt hurt hurt дард овардан, мубтало
кардан, ба дард гирифтор
кардан

120
 keep kept kept нигоҳ доштан, муҳофизат
кардан
kneel knelt knelt таслим шудан, гардан
фуровардан, сар хам
knit knit knitted) карданчаспондан,
бастан, бофтан;
пайвастан
know knew known донистан, огоҳї доштан,
бохабар будан
lay laid laid мондан, гузоштан,
lean leant, leaned leant, leaned ниҳодан
такя кардан,
пушт додан
leap leapt,leaped leapt,leaped паридан, љастан, худро
партофтан
learn learnt learnt, learned омўхтан
leave left left мондан, монда омадан,
монда рафтан, гузоштан,
тарк кардан
lend lent lent қарз додан
let let let раҳо додан, сар додан,
озод кардан, иљозат додан
lie lay lain дароз кашидан, хобидан,
хоб кардан
light lit lit равшан кардан
lose lost lost гум кардан, аз даст додан
make made made сохтан, кардан, эљод
кардан, баровардан
mean meant meant дар назар доштан, маънї
доштан, ифода кардан
meet met met дучор шудан, вохўрдан,
дидан, мулоқот кардан
mishear misheard misheard хато шунидан, нодуруст
фањмидан, нодуруст
mislead misled misled шунидан
ба нодуруст њидоят кардан
mistake mistook mistaken хато кардан, саҳв кардан,
иштибоҳ кардан, ғалат
кардан
mow mowed mown даравидан, дарав кардан
рay paid paid пул додан, пардохтан
put put put мондан, гузоштан,
ниҳодан

121
 quit quit quit мондан, монда омадан,
монда рафтан, гузоштан,
партофтан, партофта
read read read рафтан,
хондан, тар кардан
мутолиа кардан,
ќироат кардан
rebuild rebuilt rebuilt аз нав сохтан, дигар навъ
сохтан, ба тарзи дигар
бино кардан
ride rode ridden савор шудан, ба њайвон
савор шудан
ring rang rung занг задан
rise rose risen баланд шудан, баромадан,
ба боло паридан
run ran run давидан, гурехтан, фирор
кардан, шоридан, рехтан,
љорї шудан, равон шудан
saw sawed sawn, sawed арра кардан
say said said гуфтан
see saw seen дидан
seek sought sought љустуљў кардан, кофтан,
љустан, аз паи чизе гаштан
sell sold sold фурўхтан, ба фурўш
расондан
send sent sent фиристодан, равона
кардан
set set set гузоштан, шинондан,
мондан, соз кардан
shake shook shaken ларзонидан, ларзидан
shave shaved shaved, shaven тарошидан, риш
тарошидан
shed shed shed резондан, рехтан, пош
додан, партофтан
shine shone shone рўшної додан, нур
афшондан, равшан кардан,
shoe shod shod нур афкандан
пойафзол пўшидан,
наъл задан
shoot shot shot тир андохтан, тир задан,
тир паррондан
show showed shown нишон додан, намоиш
додан

122
shrink shrank shrunk кўтоҳ кардан, ихтисор
кардан, фушурда шудан,
фишор хўрдан,
shut shut shut пўшидан, пўшонидан,
бастан
sing sang sang хондан, сурудан, тарона
хондан, ифоданок хондан

sink sank sunk фаромадан, паст шудан,

бор карда шудан
sit sat sat нишастан, шиштан
slay slew slew куштан,қатл
кардан,паррондан, нобут
кардан
sleep slept slept хоб рафтан, хобидан,
хуфтан
slide slid slid лағжидан, ғељидан
sling slang slung тофтан, андохтан, ҳаво
додан, ба поён партофтан
smell smelt smelt бў кашидан, бўй кардан,
бўидан
sow sowed sowed, sown коштан, коридан, кишт
кардан, тухм пошидан
speak spoke spoken гуфтан, ҳарф задан, сухан
гуфтан, гап задан
speed sped sped суръат додан, тезондан,
шитофтан, шитоб таътил
кардан, шитобон рафтан
spell spelt, spelled spelt, spelled њарф ба њарф хондан ё
навиштан
spend spent spent гузаронидан, сарф кардан
spill spilt, spilled spilt, spilled резондан, рехтан, пош
додан
spin spun, span spun бофтан, танидан
spit spat spat туф кардан, туф-туф
кардан
split split split кафондан, чок кардан
spoil spoilt, spoiled spoilt, spoiled вайрон кардан, шикастан,
табоҳ кардан
spread spread spread васеъ кардан, вусъат
додан, пањн кардан

123
spring sprang sprung лаппидан, љањидан,
пайдо шудан, рўй додан
stand stood stood истодан
steal stole stolen дуздидан
stick stuck stuck халондан, хастан, сўзан
задан, бо ширеш
часпондан, ширеш кардан
sting stung stung газидан, неш задан, заҳр
задан
stink stank, stunk stunk бўи бад барвардан,
бўйнок шудан
strew strewed strewn, strewed пўшондан, фаро
гирифтан, фарш кардан,
андохтан, густурдан,
stride strode stridden қадам мондан, қадам
гузоштан, қадам задан
strike struck struck задан, зарба расондан,
зарба задан, бархўрдан
string strung strung шадда кардан, ба ришта
гузарондан, қатор кардан
strive strove striven саъй кўшиш, ғайрат,
љидду љањд кардан,
кўшидан
swear swore sworn ќасам хўрдан, савганд ёд
кардан
sweep swept swept рўфтан, љорўб кардан
swell swelled swollen варам кардан, омос
swim swam swum шино кардан
swing swung swung зуд таѓйир ёфтан (нарх)
take took taken гирифтан, бардоштан,
гирифта бурдан
teach taught taught омўзонидан, таълим додан
tear tore tom кашида гирифтан, чанг
зада гирифтан, кандан,
решакан кардан, кашидан
tell told told ҳикоя нақл кардан,
гуфтан, гуфта додан
think thought thought фикр кардан, андеша
кардан

124
 throw threw thrown партофтан, ҳаво додан,
афкандан, паррондан
thrust thrust thrust тела (такон) додан,
андохтан
tread trod trodden қадам ниҳодан, қадам
мондан, қадам гузоштан
unbend unbent unbent рост кардан (кунљ)
understand understood understood фахмидан, сарфаҳм
рафтан, донистан
undertake undertook undertaken ба ўњда гирифтан, иќдом
кардан
upset upset upset чаппа кардан, ғалтондан
wake woke, waked waken, waked бедор шудан, аз хоб бедор
шудан, [аз хоб] хестан
wear wore worn либос пўшидан
weep wept wept гиря кардан, гиристан,
оби чашм кардан, ашк
win won won рехтан маѓлуб
ѓолиб шудан,
кардан
wind wound wound овардан, бурдан, бурда
мондан
withdraw withdrew withdrawn гирифтан, бозгардонидан

wring wrung wrung тофтан, печондан,

фушурдан, фишор додан,
тазьиқ кардан
write wrote written навиштан, нигоштан

125
 МУНДАРИЧА
Дарси 1........................................................................................................4
Дарси 2.......................................................................................................12
Дарси 3.......................................................................................................22
Дарси 4.......................................................................................................33
Дарси 5.......................................................................................................41
Дарси 6.......................................................................................................60
Дарси 7.......................................................................................................67
Дарси 8.......................................................................................................74
Дарси 9.......................................................................................................77
Дарси 10.....................................................................................................87
Дарси 11.....................................................................................................98
Дарси 12...................................................................................................108
Феълҳои нодуруст ..................................................................................118

126
 Адабиёт:
1. Английский язык для технических специальностей = English for
Technical Colleges : учебник для студ. учреждений сред. проф.
образования / А. П. Голубев, А. П. Коржавый, И. Б. Смирнова. - 4-e
изд., стер. - М. : Издательский центр «Академия», 2014. — 208 с.
2. Вожаномаи мухтасари англисї-тољикї. Тањияи номзади илмњои
филологї, Маќсудов Умедљон. - Хуљанд: Андеша, 2018. - 88 сањ.
3. Забони англисӣ. English. Учебник английского языка. П.
Джамшедов, С. Ходжаева, С. Джаматов, Ф. Баротзода, Ш. Каримов,
С. Насрид-динов. Душанбе, “Донишварон”, 2019. - 376 стр.
4. Английский язык для магистрантов и аспирантов. English for
Graduate and Postgraduate Students [Электронный ресурс] : учеб.-
метод. пособие / А.В. Вдовичев, Н.Г. Оловникова. — 2-е изд., стер. -
М.: ФЛИНТА, 2015. - 171 с.
5. Мюллер В.К. Англо-руский словарь.- Москва, 1969. -912 с.
6. Новейший англо-русский, русско-английский словарь. - К:
Издательст-во Арий; Екатеринбург: У-Фактория, 2009. -960 с.
7. Collins. Russian-English Dictionary. М., 1996. - 573 с.
8. English for Young Researchers : учеб. пособие / JI. П. Киселева, Л. Т.
Микулина. - СПб.: СПбГИЭУ, 2007. - 118 с.

127
Китоби дарсӣ аз фанни забони хориҷӣ барои дараҷаи магистратура.
Мақсудов У.О. ДПДТТХ - Хуҷанд: Меҳвари дониш: 2021. - 128 саҳ.

Тањияи
номзади илмњои филологї,
Маќсудов Умедљон

Ба матбаа 11.01.2021 супорида шуд.

Ба чопаш 25.01.2021 имзо шуд.
Андозаи 60х84 1/32. Ќоѓази офсетї.
Гарнитурааш Times New Roman Tj. Чопи офсетї.
Љузъи чопї: 8. Адади нашр ____ нусха.
Супориши № ____. Нархаш шартномавї.

Дар матбааи «Меҳвари дониш»

ба табъ расидааст.
Суроға: ш. Хуљанд, к. Ленин 226

128