- •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
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.
I will tell you a story that really happened in my life and in the life of a group of 3rd year students from the Faculty of Journalism. What is this story about and what does it teach us?
Meanwhile, I am giving just a remark to you. A teacher is a person who really wants to share students their knowledge. A teacher, as you understand now, is also such a person who is always engaged in self-education. Besides a teacher is such a person who is ready not to get offended at students, as students sometimes do not understand what messages their sentences really contain. Planning to send one message, they are sending quite an opposite one.
So here is the story. Once the faculty invited a lecturer from abroad (an expert in journalistic writing, that is in printed mass media production) for the students who have a good command in English as a foreign language. (And it was not an exclusive practice for this institution). The classes for this particular expert’s visit took place in a sport base outside the university campus and outside the town as well, so that during 3 days the students could spend some time at a resort place having both extensive experience of training and a rest in a beautiful place.
The classes were quite extensive: a lot of information and some practical activities were proposed to the students. The trainer shared her knowledge with students in a very quick and lively manner, as she wanted to cover many different topics she considered especially important for a contemporary reporter. That is why each new task, as for example knowledge about how to compose lead for a news story was followed by only one practical task and its check on the lead structure. The trainer did some critical remarks to those fulfilling it; the students accepted criticism easily and gratefully: it seems they were on the point of grasping the whole idea how to fulfill the task, but it was no time for a second attempt and so the group were proposed to switch to a new equally important topic.
A part of the material of the training course (as for example a journalist ethics) was proposed exclusively in the format of lecturing, though the lecture was really well illustrated with examples of what is right and what is wrong. The key rule of a journalist from one’s ethical behavior was formulated in the following way: “Don’t make splashes!” The rule was supported with the following interpretation: “When one writes about some event or situation critically handled, the even itself (or the situation) is under consideration, but not the people involved”. Otherwise one is not writing in this case about people being good or bad, as if one switch into evaluating participants, they will make splashes. It may be explained also with a focus on a message content: every message has its explicit (surface like) and implicit (depth) meaning. The explicit one is “I’ve said what I’ve said”, while the implicit one is “By saying this I mean that but also something else” (and it may be “By saying this I meant quite the opposite”). A professional (and a reporter is to be a professional) is to know that this implicit (potential) can always be manifested in this or that audience. If such things happen, a reporter should know that s\he can be sued for personal injury.
So it came the time when the days of this training course were over and the students had a final meeting with their trainer and also the faculty members who organized this 3-day course for them, brought them to the sport base and were regular visitors of the course just as the students themselves. It was expected somehow that the students would express their thanks to the trainer of the course. There were several students who pronounced the speeches of gratitude. Within those speeches of gratitude there appeared to be the following one: “Thank you very much for your classes: for these 3 days we’ve learnt even more than we’ve learnt for 3 previous years at our faculty”. (A pause…. Splashes…). So here is a question for you: What is it that the speaker has learnt for these 3 days of classes?
Thus, what is this story about and what does it teach us?
The authors could give you the whole list of what it teachers us, but now we are sure that you will be ready to do it yourself. Think about it and write it down.