- •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
5.6. Fill in Check list (Self –assessment table): self-assessment table:
Use the following symbols:
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In column 3 (importance): ! it’s important for me !! it`s especially important for me |
In column 4 (my assessment): √ I know and I can do it √ √ I know it very well and I can do it easily |
80% of ticks mean that you have coped with the topic properly
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№ |
I know |
Impor-tance |
My assess-ment |
Teacher’s assessment (points) |
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1 |
How to build vocabulary on the topic |
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2 |
How to think analytically (six types of thinking) |
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3 |
What is thesis (idea, issue) and support (arguing for and against) |
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4 |
What is critical thinking |
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5 |
What is a value and a mission |
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6 |
What is a research type of thinking |
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7 |
What is discourse knowledge |
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№ |
I can
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Impor-tance |
My assess-ment |
Teacher’s assessment (points) |
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1 |
Build vocabulary on the topic |
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2 |
Present my messages on the university world in different types of thinking |
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3 |
Use critical thinking while discussing studying |
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4 |
Formulate theses |
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5 |
Reconstruct thesis out of the text |
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6 |
Formulate field, object, subject matter, goal, tasks, methods, significance and topicality of the activities I perform |
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Keys to the topics topic 1
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The order of dialogues presentation is 2, 5, 1, 6, 3, 4.
1.3.
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Number of the dialogue |
Who |
with whom |
When |
where |
on what occasion |
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1 |
student |
Student |
fall semester |
on campus |
news exchange |
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2 |
Polish student |
university member |
office hours |
in one of university buildings |
getting information |
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3 |
student |
group mate |
during the break in classes |
in the hall |
sharing difficulties |
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4 |
professor |
colleague |
2 hours before the meeting |
phone call |
To inquire for information |
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5 |
student |
Friend |
Working day |
any place |
Invitation to spend time together |
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6 |
postgrad |
colleague |
after the lecture |
at the university cafe |
Exchange of teaching experience |
1.4.
Place of studying, students’ homework, research activity, academic staff work, international cooperation, university levels of education and job positions, the way studying process is organized.
2.4.
Cognitive maps presented in tables for texts 1 and 2
For text 1: