ИСТИНА

The paper is devoted to the possible ways of incorporating a CAE preparation course into the national curriculum for languages at University level. Integrating a course of General English and a preparation course for an internationally acknowledged certificate in English is meant to validate the attained language mastery and provide graduates with better further educational and career opportunities. This choice may ensure a smooth transition from the secondary school environment to the one in higher education with the format of the Russian Unified State Exam in English being an altered version of FCE. In the case of Cambridge certificates in Advanced and Proficiency English an almost equal priority given to all aspects of the language, a high degree of precision in language details, a wealth of quality resources speak for themselves. Another argument for the choice of CAE is a profound research, a continuous urge to improve and accommodate the needs of a wider range of target groups displayed by Cambridge network of professionals. The critics of the choice cite the necessity of adhering solely to Academic English within the framework of higher education as one of the reasons against opting for CAE and against IELTS. The general character of CAE itself is deemed less appropriate for university with the current shift of the emphasis towards English for special purposes. On a more personal note, while the idea of adopting CAE as a basis for a General English course raises no doubt as to its being worthwhile, the viability of the initiative is challenged by the current situation with ever-changing national standards and curricula. The main consequences of the frequent changes – lack of continuity and absence of a bigger picture as well as the decreasing number of classroom academic hours – puts universities at a disadvantage compared to regular language centres offering well-rounded stable and more intensive preparation courses. Moreover, the fact that universities for the most part are not authorized exam centres adds to the complexity of the integration process. To overcome the obstacles to effectively preparing students for the acquisition of the certificate in Advanced English, the following steps should be taken: -setting the standards, goals and objectives of the course, -designing an optimal test at entry level, -deciding on the level-based or equality-based grouping of students, -developing a fair and productive approach to the mobility of students from group to group, -bridging the gap between the required level of knowledge at entry level and the actual situation presenting itself every year, -planning classroom work and self-study, -developing independent work skills, -choosing materials for the core and additional or optional parts of the syllabus, -designing new materials, -learning how to comply with copyright laws, -developing and applying a well-rounded approach to practice, -prioritizing activities within a course throughout one academic year, -using dictionaries, -using multimedia and Internet resources, -developing a taste for a conscious learning of English on a new level as opposed to a submissive and passive rote learning, -developing the skills of analysis and synthesis, -developing critical thinking skills, -developing and implementing the system of continuous assessment, -opting for and against possible final examination forms, -building a sound basis for a subsequent CPE course.