- •1 Listen to the dialogues and simultaneously look through them marking their order. Where could they take place?
- •In the library
- •International cooperation
- •2 Renderà the text without trying to learn it by heart. Are you happy with the result of your rendering?
- •3 There's a way for you to cope with rendering easily. Read Appendix b and find out how simple it is to retell a text if you base your retelling on its Cognitive Map.
- •Vice-Rector for Hospitals and Clinics Vice-Rector for Administrative Affairs Vice-Rector for Science Vice-Rector for Academic Affairs Vice-Rector for Strategic Development
- •Chart 1. The Structure of Vilnius University
- •Chart 2. The Structure of the Belarusian State University
- •Chart 3. A Faculty Structure
- •If you need to refresh your knowledge on how nouns denoting jobs and professions are formed, go to ‘Supplementary Material. Suffixes for Jobs and Professions’.
- •3 Study Chart 4 and comment on a possible career of a student in an academic field. Use the following pattern for your comments:
- •Research career teaching career
- •Chart 4. Academic Career
- •5 Each of sciences has a definite code of majors. Find a proof that specializations presented in Table 2 belong to philological sciences.
- •Informational texts
- •1St year
- •1St term
- •2Nd year
- •3Rd term
- •Sociology
- •Monday 21st – Friday 25th September 2009
- •Is looking for talents!
- •If you want to know more about song and dance culture of your country, learn to dance and sing and see the world with our theatre, join us!
- •2 Which of informational texts from task 1 do you need if
- •4 When at University you communicate not only with specific texts but also with people of different statuses. And this communication is to be organized according to specific rules.
- •6 Fill in the Self-Assessment Checklist:
- •Self assesment checklist
- •Unit 2 Knowledge of your new world in a broader context : Europpean Universities
- •Interpret mini-texts;
- •1 Look at the map of the Universities marked on the map of Europe. Do you know them? Pronounce their names in English. Sum up the ways universities are named.
- •The newest in my country My University
- •Types of Universities
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University
- •4. Supermarket University
- •5. Project University
- •6. Network University
- •1 Read and compare texts and their interpretations. Answer the questions:
- •The rules of effective interaction in the Round Table format
- •3 Choose one of the topics for discussion and conduct it according to Round Table format rules (do not forget to set time limit to your discussion).
- •Leonardo da Vinci (April 15, 1452 – May 2, 1519)
- •2 Using paragraphs 3, 8 and 13 write down a review on Leonardo da Vinci as a learner.
- •3 Read in Appendix e about the format of a five-minute speech and present your review in this format.
- •2 Choose a well-known university of the world and write why you might want to study there.
- •5 Fill in the Self-Assessment Checklist:
- •Self-assessment checklist
- •Interaction skills in my new world
- •Verbalize your opinion in accordance with a certain style (type) of thinking;
- •2 Read the extract and check whether your expectations were right. Share your impressions of it. Compare yourself to Lev Tolstoy’s hero.
- •Studying at University
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •4 Practice wearing different hats. Have a special look at text 2 on p.138 using the Yellow Hat style of thinking and give advice to its author.
- •4 Study the lower part of the hourglass. Read the descriptions of the other four components.
- •5 To think scientifically does not necessarily mean that you do a research. The algorithm can be quite useful when you solve your everyday problems.
- •In case the problem does not prove itself as such, it may be wise to turn over the hourglass and to start anew. The first question here will be then: what is really topical and significant for me now?
- •We wish you all luck and success!
- •Rector’s Welcome Speech
- •4 Fill in the scheme ‘Hourglass’ on the activity ‘how to study successfully’.
- •5 To sum up Unit 3, read the story which happened to one of the authors of this book.
- •6 Fill in Self-Assessment checklist: self-assessment checklist
- •Keys to the units Part 2, Unit 1
- •Reality of the Middle Ages
- •Words (naming open schools) in their historical sequence
- •U niversity
- •University
- •. Review
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University Type
- •Supermarket University Type
- •5. Project University
- •6. Network University Type
- •2.1. Key words
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •Keys to check yourself! unit 1
- •Faculty From where the word came, what it is, what it does:
- •3. Translate
- •Appendices
- •539 School
- •Cognitive map of vocabulary article ‘the University’
- •Variants of presenting only one theme of the map – a:
- •Variants of presenting the whole text (all themes in the cognitive map):
- •International public speaking competition: judging criteria
- •Verbal technique
- •References
6 Fill in Self-Assessment checklist: self-assessment checklist
Use the following symbols:
In column 3 (importance): ! it’s important for me !! it`s especially important for me |
In column 4 (my assessment): I know and I can do it I know it very well and I can do it easily |
80% of ticks mean that you have coped with the topic.
№ |
I have learnt/I know |
Impor-tance |
My Assess-ment |
Teacher’s Assessment (points) |
1 |
the vocabulary on the topic |
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2 |
how to think analytically (six types of thinking) |
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3 |
what thesis (idea, issue) and support (arguing for and against) are |
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4 |
what critical thinking is |
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5 |
what a value and a mission is |
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6 |
what a research type of thinking is |
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7 |
what discourse is |
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№ |
I can
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Impor-tance |
My Assess-ment |
Teacher’s Assessment (points) |
1 |
speak on the topic using the appropriate vocabulary |
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2 |
present my messages on the university world in different types of thinking |
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3 |
use critical thinking while discussing studies |
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4 |
formulate theses |
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5 |
reconstruct a thesis out of the text |
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6 |
formulate the field, object, subject matter, goal, tasks, methods, significance and topicality of the activities I perform |
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Keys to the units Part 2, Unit 1
The order of dialogues presentation is 2, 5, 1, 6, 3, 4.
1.6.
Dialogue No |
Addresser (who) |
Addressee (with whom) |
Time (when) |
Place (where) |
Situation (on what occasion) |
1 |
student |
student |
fall semester |
on campus |
news exchange |
2 |
Polish student |
university member |
office hours |
in one of university buildings |
getting information |
3 |
student |
group mate |
during the break in classes |
in the hall |
sharing difficulties |
4 |
professor |
colleague |
2 hours before the meeting |
phone call |
To inquire for information |
5 |
student |
Friend |
Working day |
any place |
Invitation to spend time together |
6 |
postgrad |
colleague |
after the lecture |
at the university cafe |
Exchange of teaching experience |
1.7.
Place of studying, students’ homework, research activity, academic staff work, international cooperation, university levels of education and job positions, the way studying process is organized.
2.4.
Cognitive maps presented in schemes for texts 1 and 2
For text 1: