- •Contents
- •Introductory word
- •Symbols used in the book:
- •Topic 1 the world a part of which you have become
- •Topic vocabulary
- •1.2. In Appendix 1 read what is Vocabulary map and build such a map centered around the idea (theme) “University” using the material of the dialogues you’ve just read.
- •University
- •1.6. If such a dictionary existed in your native language, which words would compose the article “school”.
- •1.8. Compare your association in the group, find out words in common. This is your new world.
- •2.2. Render the text without trying to learn it by heart. Are you happy with the result of your rendering?
- •2.3. Read Appendix 2 on Cognitive map. Find out how easy it is to retell the text if you base your retelling on its cognitive map. Discuss it in the classroom.
- •Chart 1. The structure of Vilnius University
- •Chart 2. The structure of the Belarusian State University
- •Chart 3. Faculty structure
- •3.3. Examine Chart 4 and comment on a possible career of a student, if one chooses the academic field. Use the following structure in your comments:
- •Chart 4. Academic Career
- •Table 1.
- •3.5. Each of sciences has a definite number of specializations. Find a proof that specializations presented in Table 2 belong to philological sciences.
- •Informational texts
- •1St year
- •1St term
- •2Nd year
- •3Rd term
- •Ug sociology
- •Monday 21st – Friday 25th September 2009
- •Folk Theatre
- •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 the theatre, join us!
- •4.2. Which of informational texts from task 4.1. You need, if:
- •4.5. Recall the announcements you have read recently in your university (faculty, institute). Share the information you have got in the classroom.
- •4.6. Read General note about proper communication patterns accepted in university surrounding.
- •6.6. Fill in Check list (Self-assessment table):
- •Topic vocabulary
- •Value, universalism, University (type).
- •Verbs (17):
- •Interact, investigate, interpret, learn, map, mold (syn: build, form),
- •1.1. Look at the map of Europe with some Universities marked. Do you know them? Pronounce their titles. Sum up the way universities are named.
- •1.3. Discuss the criteria of university evaluation and choice.
- •My University
- •Types of Universities
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University Type
- •Supermarket University Type
- •Project University
- •6. Network University Type
- •2.1. Read and compare texts and their interpretations. What is the difference between the text and its interpretation?
- •In task 1.2 you listen to discussion on universities of Great Britain. Was it presented in the format of Round table? The rules of effective interaction in the Round table format
- •3.2. 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 di ser Piero da Vinci (April 15, 1452 – May 2, 1519)
- •4.3. Read in Appendix 5 about the format of a 5 minute speech and present your review in it.
- •6.2. Choose any well-known university of the world and write down the criteria of your choice.
- •6.5 Fill in Check list (Self –assessment table): self-assessment table:
- •Topic 3 skills of interaction in my new world
- •Topic vocabulary
- •Verbs (20):
- •1.2. Read the extract and check your expectations. Share your impression on it. Compare yourself with the hero of Lev Tolstoy.
- •1.6. Extend your Vocabulary map you did in 1.3. By extending the number of rays and their length.
- •1.8. Present the result of your work in 1.7. To all group mates and discuss.
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •2.4. Have a special look to text 2 using the Yellow hat style of thinking and give an advice to its author.
- •2.5. Read your own text that you wrote in task 1.9. And say which hat you put on when you were writing about yourself and your University studies. Do you want to change the color of your hat now?
- •3.5. Analyze the example when we study not a particular object but some activity solving the problem – to do or not to do?
- •In the street of my town
- •Goal – effective driving, getting from one place to the other
- •Welcome Speech of the Rector
- •5.4. Fill in the scheme “Sand watch” on the activity “to study successfully”
- •5.5. Instead of the conclusion of Module 3 read the story which took place with one of the author of this book.
- •5.6. Fill in Check list (Self –assessment table): self-assessment table:
- •Keys to the topics topic 1
- •Reality of Middle Ages
- •Words (naming open schools) in their historical Sequence
- •University
- •University
- •Topic 2
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University Type
- •Supermarket University Type
- •Project University
- •Network University Type
- •Topic 3
- •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!” topic 1
- •Topic 2
- •3. Translate
- •Topic 3
- •Appendices
- •539 School
- •Cognitive map of vocabulary article “the University”
- •Variants of rendering only one theme of the map – a:
- •Variants of rendering the whole text (all themes in the cognitive map):
- •International public speaking competition: judging criteria
- •Verbal technique
Introductory word
Dear students,
this book will not only develop your skills in English, but also give you understanding of the notion “university” together with introducing you the University Community. We, the authors of the book are members of this community, just as you now, and that`s why we were so much interested in this book creation. We became members of this community in the early 70s getting to understand its values, first, as students and later as teachers and researches. You’ll definitely agree that its values being universal make them important for students of all generations.
Having become a university student, you have joint the world university community. And you have an advantage of getting to know about it using a foreign language that is from the point of view of a different language culture.
Module 2 consists of 3 units called topics. Each of them is subdivided into sections that teach you definite skills: how to build up your own vocabulary on the topic, to read different kinds of texts, how to communicate, to verbalize and discuss problems. The new thing for you is to form the skills of a research work just as the skills of effective learning at the university level (effective learning strategies). You will learn how to read and render (review) educational and research texts, find out key words and make summaries, how to specify objects and subject-matters of your research or any other educational activity, how to set objectives (goals) and aims (tasks) of your study or research together with finding the proper methods of their realization. To have a good command of a foreign language is not just to know a certain amount of words and grammar rules so that to be able to communicate with a foreigner. You cannot be an effective communicator without understanding situations of communication and communities you are involved. Thus studying at the university and communicating with university people you need to know this particular community and its rules of interaction.
You will have opportunity to use your creative thinking and social abilities while working on the projects offered at the end of each topic. Together with your group mates you will look for the answers to different tasks during your classes looking for the best solution of the problem, you will make presentations of your joint oral and written speech products, play roles and simulate communicative situations.
The majority of the tasks proposed have keys for you to have possibility to check your answers and correct if necessary. You will have opportunity to evaluate your knowledge and skills gained, to highlight its most important elements. At the end of each topic in the section “Check yourself” you will have opportunity to make a test and complete your self-assessment table.
In Appendices proposed you will find supportive material together with information on learning strategies.
A number of tasks are marked with special symbols. It won’t be difficult for you to define tasks for listening (), work in pairs () and groups ( ). The symbol means that your task fulfillment should be placed in your ‘knowledge bank’ called Portfolio. Thanks to Portfolio (a real or imaginary file with documents) you will be able to accumulate your written papers which may be useful in future collecting your achievements and correcting the procedure of your studies. Collecting Portfolio is advised by European documents on foreign languages learning. Your Portfolio will consist of two parts. The first one is “Self-assessment table” filled after each topic of the Module. You will find it in the section “Check yourself!”. The second one is “My dossier’. It involves all the task of three topics that are marked with the symbol .
So now turn your page and open the door to our joint world.