- •Module 3
- •1. Discuss in pairs the quotes below and point out the one you agree with.
- •2. Which of the following aims of education are most important? Rank them in order of importance, then compare with your partner.
- •4. Discuss together.
- •5. Listen to three people talking about what they used to like and dislike about school and put the correct letters in the spaces provided.
- •6. Read the article and comment on the problems of the British teachers and pupils. Are these problems found in your country? Classroom Chaos: How Teachers Lost Control
- •7. Decide whether the following statements are true or false.
- •8. Explain the meaning of the underlined phrases in the text above and recall the context in which they have been used.
- •9. Read the jokes and dwell upon the kind of student you were at school regarding your behaviour. Make use of the topical vocabulary in the table below.
- •10. Translate into Ukrainian.
- •11. Match the beginnings of the sentences with their ending and translate them.
- •12. What do you call …
- •13. Paraphrase the phrases in italics using your topical vocabulary.
- •14. Translate the text into English and think up your own continuation of the story using your topical vocabulary.
- •15. A) Read the messages in an Internet chat room. Which messages are for mixed-sex schools, which are against, and which are neither for nor against?
- •16. Discuss in pairs.
- •In your opinion, what are the reasons students stay away from school? Think about:
- •Influence of friends
- •17. Read a part of the interview about truancy. Find out the main reason for truancy from the point of view of Glen Hall.
- •19. Which of the following things do you think would be most effective in combating truancy? Rank them, then compare your list to your partner’s.
- •20. Study the vocabulary relating to the problem of truancy and tell you group mate about the worst skiver you have ever known.
- •21. Fill in the gaps with the missing words.
- •22. A) You will listen to the discussion concerning the re-drafting of the law aimed at reduction of truancy. Make notes on the following points:
- •23. Complete sentences 1-11 with a suitable word or expression from the box.
- •24. Complete the texts with words from the list.
- •In the uk
- •In the us
- •29. Work in pairs. Discuss the meaning of the words and expressions in bold in the extract.
- •30. Translate into English.
- •31. Discuss together.
- •32. Read the text and find out the advantages and disadvantages of being a prodigy child. Prodigy Children
- •33. Answer the questions below.
- •34. Find in the text words and expressions that mean the following.
- •35. Match the words in the left column with the words in the right one to make the collocations and recall the context in which they have been used.
- •36. Choose the right word to fill each gap (a, b, c or d).
- •Valuable lessons
- •37. Complete the following article with the missing words. Use only one word for each space. Talents of gifted children are not recognized
- •38. Read the text that follows. Use the words in the right column to form words that fit in the same line in the text. There is an example (0). My Child Is a Genius!
- •39. Translate into Ukrainian.
- •40. Study the vocabulary.
- •41. Rewrite the sentences using the phrases from the previous exercise.
- •42. Translate into English using the topical vocabulary.
- •43. Read the article and correct the mistakes in the summary.
- •45. Answer the questions.
- •Postsecondary Education: Admissions
- •46. Choosing a university
- •47. Translate into English.
- •48. Translate into English.
- •49. How similar is higher education in our country? Answer these questions. Compare your answers with someone else’s in your group.
- •50. Using the active vocabulary provided below make up a report or presentation about postsecondary education and entrance exams to Ukrainian universities. Active vocabulary
- •51. Translate into English.
- •52. Translate into English
- •53. Study rules for coping with exam stress. Six rules for coping with exam stress.
- •54. Using a dictionary if necessary, underline the correct word in the sentences. Use the remaining words in sentences of your own.
- •55. A) Match the pairs of adjectives to the nouns to form collocations.
- •56. Look at the sentences below and fill in the gaps using the appropriate word from a. B or c
- •One’s work at school
- •University choice
- •56. Study the rules on the sequence of English tenses.
- •57. Put the verbs in brackets in correct form.
- •58. Translate into English observing the rules. Mind the exceptions to the rules of the sequence of tenses.
- •Expressions used with say, tell and ask.
- •61. Fill in the gaps with say or tell in the correct tense.
- •62. Read and learn about the reported statements.
- •63. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
- •64. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
- •65. Rewrite these sentences using direct speech. Complete the sentence.
- •66. Yesterday you met a friend of yours, Tom. Here are some of the things Tom said to you:
- •67. Somebody says something to you which is the opposite of what they said before. Write a suitable answer beginning with I thought you said ... .
- •68. Read the interview, then complete the summary.
- •69. Choose the correct answer a, b or c.
- •70. For each of the following sentences, read the direct quote, and then complete the sentence. Student Dilemma
- •71. Put the following statements into indirect speech.
- •72. Read some more jokes and study the phrases below connected with students’ work at school. Distribute them into two columns depending on the positive or negative meaning of the phrases.
- •73. Study the difference between the British English and American English pronunciation.
51. Translate into English.
Вступні іспити
Ось історія про мої вступні іспити. Минулого літа я вирішила вступити до КНЛУ і досить швидко подала заяву про вступ. Нажаль, я не мала права на поза конкурсне зарахування, але відповідала вимогам до вступу. Як і всі абітурієнти, я була тільки-но зі школи і дуже боялася провалитися на іспиті. Екзаменатор був вимогливий та суворий, тому в мене не було можливості списати. Я звикла до поблажливих вчителів, тому, коли треба було відповідати, я розгубилася, і мені ніби відібрало мову. Вперше в житті я нічого не могла згадати, відповідь крутилась у мене на язиці, але я дуже нервувала. Та щастя мені посміхнулося. Я зібрала всю свою хоробрість і почала говорити все, що знала.
Виснажена і знесилена я чекала результатів і думала, чи був екзаменатор задоволений моєю відповіддю . Коли я дізналась, що набрала 99 балів зі 100, мені хотілося співати й танцювати від щастя. Я зрозуміла, що мене зарахували. Було важко повірити, але хоча конкурсні іспити були складними, я їх успішно здала.
Склавши успішно іспити, я мало не падала від втоми. Батьки сказали, що я заслуговую на відпочинок, і дозволили мені поїхати на море.
52. Translate into English
Церемонія посвяти в студенти.
30 серпня всіх першокурсників зібрали на церемонію посвяти в студенти. Там я зустрілась зі студентами своєї групи та деякими студентами старших курсів. Я дізналась, що більшість студентів приїжджі, та що в університеті дуже мало хлопців. декан та заступники розповіли багато чого цікавого про навчання, а потім ми отримали студентські квитки.
І з першого вересня я розпочала здобувати кваліфікацію перекладача. Я стараюсь, щоб стати висококваліфікованим перекладачем і відповідати вимогам часу.
53. Study rules for coping with exam stress. Six rules for coping with exam stress.
Read the text and describe how you revise for the exams.
1. In the weeks to come before the beginning of exams, give yourself plenty of time to revise. Most students perform best by revising over the longer period, rather than just ‘cramming’ a few days before the exam. Whatever time you’ve got now – use it. Don’t wait until the night before.
2. Plan your revision. Work out how many days there are before the exam, and mark down how many hours you will spend on revision, homework and projects. Stick to these hours, revise all areas properly – not just the things you are good at. In the case of your English exams, revise areas of grammar and vocabulary (particularly areas you’re weak at), practise listening and reading comprehension and practise writing timed compositions. Be methodical – plan what you are going to revise and revise it thoroughly. Don’t jump about in a panic from one area to another.
3. Don’t revise one area too much, at the expense of others, just because it interests you. For example, don’t get carried away with revising vocabulary for your English exam. That’s only one aspect of the language!
4. Keep your working area neat and simple. Just have the notes and books you need around you – not untidy piles that just remind you of how much work there is to do!
5. Take breaks. Don’t work hour after hour without stopping – you just won’t be concentrating properly. Work for twenty-minute stretches, then have a short break, or change your activity. But remember that exams can be long. The exam papers are up to two hours long – so make sure you are able to concentrate for this long as well.
6. Work on what you need to remember. Don’t just read and re-read notes or books. Do something with the information. Re-write notes as diagrams, summarise information on cards, and put these where you can look at them frequently. In the case of revising for an English exam, of course – use the language: write in it, practise speaking in it.