• Vocabulary Practice

3. To be sure that you understand the words match the verbs in the left column to their definitions in the right column.

1) to scribble a) to revive the unwelcome memory of

2) to immerse in b) to withdraw, extract, pull or take out

3) to submit smth to smb c) to express in a particular style or at a particular level

4) to submit smth as one’s own d) to read superficially or look over cursorily

5) to pitch smth to smth e) to write carelessly or hurriedly, to scrawl

6) to rake over f) to absorb in

7) to deliver g) to express in fewer words

8) to skim smth h) to present smth for consideration

9) to pluck out і) to present, utter or recite (an

opinion or a speech)

10) to condense j) to expose, treat or introduce smth

as one’s own

• Text Comprehension

4. For questions 1-7, choose the best answer (A, B, C or D).

1. The PhD student who spoke to the writer

A exaggerated the need to work hard.

B thought the writer would get a First.

C succeeded in scaring the writer.

D was uncertain how to help the writer.

2. According to the writer, a major factor in success at university is

A the ability to understand the market.

B acquaintance with lecturers and markers.

C clever use of other people’s ideas.

D an understanding of what was required.

3. In the third paragraph, the writer warns against

A trying to second-guess lecturers.

B expecting to be rewarded.

C plagiarism in essays and exams.

D offering money to academic staff.

4. In his relationship with his lecturers, the writer tried to

A show them that he would make a good salesman.

B do his work in a style which matched their expectations.

C always have some new ideas to impress them with.

D never upset them by submitting ground-breaking work.

5. How did the writer cope with long lists of required reading?

A He ignored them.

B He wrote his own.

C He was selective.

D He summarised them.

6. Why did the writer not practise writing exam questions?

A He was advised not to.

B He thought the practice was rather boring.

C He wanted to answer exam questions critically.

D He thought it might prejudice staff against him.

7. The writer concludes by advising students to

A follow his recipe for success.

B make the most of being a student.

C concentrate on passing exams.

D aim for a First at all costs.

• Critical Reading

5. Explain the meaning of the following phrases taken from the article.

• being cut off from civilisation;

• to have a feel for the education market;

• to sell one’s inspirations;

• to steal the thoughts of other’s;

• to pull down monuments;

• iconoclastic;

• to rake over familiar ground;

• to pluck out what is needed;

• to drag out the detail,

• pre-formed conclusions.

• Talking Points

6. A. Your University magazine is planning a feature about motivation in education. Students’ are interviewed to know their opinion. Get ready to answer the question: what part do the following play in motivating people to excel in education? (If necessary, write down your comments on the issue.) Discuss it with your partner.

• desire for professional success

• desire for personal achievement

• pressure from family/ friends / employers

2. As a part of the interview, you should rank the following according to how necessary you think they are in order to do well at university. Explain your choice. Discuss it with your partner. You may do it in writing.

• discipline

• competitive spirit

• organisational skills

• perseverance

• intelligence

• morale

• understanding what is expected of you

The following useful language may come handy.

Stating and Justifying Opinions

• Yes, but on the other hand, …

• I believe that…

• I’m convinced that…

• I can’t be certain, but I think …

• I could be wrong, but I think …

• If you want to know what I think, …

• I’m not at all sure that …

• In my personal opinion …

• My concern is …

• Not everybody will agree with me, but …

• Personally I feel that …

• This is what I think …

• Creative Writing

7. Read the rubric below and make notes in your journal.

To excel in education you want to improve your method of study. In your journal you express your ideas on this issue. Consider the following questions. (Use the Thematic Vocabulary).

1. How similar/different is your method of study to that of the writer?

2 Are there things about the way you study which you would like to change or improve? Think about:

• being organized:

• being more focused:

• managing your time.

• Test Your Knowledge of Vocabulary

8. Translate the situation into English cramming it with the Thematic Vocabulary.

Чесно кажучи, я ніколи не був завзятим чи надто старанним студентом, таким собі соціальним відлюдьком, який проводить кожну вільну хвилину, занурившись у навчальні посібники, з’являючись на кожне заняття й завзято виконуючи додаткові вправи. Справа в тому, що я вважаю цю навчальну стратегію надто суворою й неефективною. Ще в 15 років я усвідомив, що не варто її дотримуватися.

Коли я закінчив обов’язкову шкільну освіту, достатньо настраждавшись від тяжкого тягаря об’ємних завдань, я зрозумів, якщо я хочу успішно навчатися з тих предметів, що мали значення та блискуче скласти випускні іспити, я повинен точно знати, на якому етапі я знаходжусь і що я мушу робити далі, а за що не братися взагалі. Головним питанням для мене стало, як досягти рівноваги між навчанням і розвагами.

З одного боку, я ніколи не хотів догоджати вчителям, і тому писав твори й доповіді самостійно, проявляючи індивідуальність, а не так, як від мене очікувалось. Крім того, я ніколи не займався плагіатом. З іншого боку, я вибрав основні навчальні предмети, які було потрібно вчити ретельно для мого майбутнього професійного росту, а іншим приділяв менше уваги.

Власне кажучи, я ніколи не руйнував стереотипи, ставлячи під сумнів традиційні ідеї, чи впроваджуючи нові, бунтарські думки. Мені ніколи не було соромно працювати вже зі знайомим матеріалом. Я з задоволенням брав участь у диспутах, які базувалися на фактах, але в той же час прагнув бути натхненним, сучасним і прогресивним.

Ближче до екзаменів я приділяв увагу повторенню й аналізу вивченого раніше, щоб упевнитися, що набуті знання, навички та вміння відповідають усім вимогам програми.