- •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.
56. Study the rules on the sequence of English tenses.
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A BIT OF GRAMMAR The Sequence of Tenses If the verb in the principal clause is in one of the past tenses, a past tense (or Future in the Past) must be used in the subordinate clause.
If the past actions in both clauses principal and subordinate happened at the same time (simultaneously) we use Past Indefinite in both clauses or Past Continuous in the second clause if the action was in progress. e.g. I knew this school was a strictly disciplined one. The teacher thought (that) I was lagging behind my class. If the action in the second (subordinate) clause was prior (happened before the action in the main clause) it is expressed by the verb in Past Perfect or Past Perfect Continuous. e.g. He thought I had missed a lot of classes that term. We were surprised that he had been disrupting lessons for such a long time and hadn’t got a due punishment yet. If the action in the subordinate clause will happen after the action in the main clause we use Future-in-the-Past. e.g. I knew he would miss my lecture because he was ill. I thought you would be translating that article immediately after the class. I expected you would have translated that article by the evening. I guessed you would have been translating that article for an hour.
Exceptions to the Rules of Sequence of Tenses
The teacher told the children that water boils/ boiled at 100 degrees centigrade.
He tells (told) us that we must not cross the road against the red light.
My brother told me about the book which you are reading . He was not able to translate the article because he does not know English very well. It was not so cold yesterday as it is today. |
57. Put the verbs in brackets in correct form.
1) He felt that somebody (watch) him. 2) We wondered how much he (know). 3) I thought that as he (leave) next month he (come) certainly to say goodbye. 4) I asked her who else (come) to the party. 5)That is what I (tell) already to your friend. 6) I thought you (like) him. 7) It was clear that he (drop) something and now (look) for it under the table. 8) I looked at her again. She (not listen) to me, she only (pretend) to. 9) The explanation was that he (not expect) that sort of question. 10) Mother said that Aunt Bessie (come) for a visit and (bring) her little girl. 11) She said carelessly that nothing (make) her change her mind, once she (make) it but that at present she still (examine) the facts. 12)She knew she (be) right, (be) right from the very beginning. 13) I knew that Mary (go away) early next day, that she (pack) her things upstairs now, and that I probably never (see) her again.