- •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
Symbols used in the book:
there is an audio recording to this task;
there is a key to this task;
speaking in pairs;
speaking in small groups;
material for Portfolio;
project work;
pay attention
Topic 1 the world a part of which you have become
“To achieve the goal you need to be going.”
You are already acquainted with the etiquette of interaction and know how to communicate in formal and informal situations. Now you are going to learn how to communicate effectively in academic situations. So you are to learn about these situations which are new for you, just as to learn new vocabulary and how to use it in oral and written speech. You should certainly learn how to sort out visual information and different types of texts that you are coming across at University. It`s very important to learn to speak not just like girls and boys, but like University students, members of academic community, specialists in your scientific field. Not less important is to learn new strategies of text work so that to be able to read and understand without translating every word, render texts which are differently structured than simple narrations, build up well-cut messages, find verbal information in the sources which at first sight you lack to see. You will learn how to build your own vocabulary and how to draw maps and schemes of different kind to ease your work on presenting up-to-the point monologues.
You will learn here:
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that university is a special world that defines (диктует) specific communicative patterns and communication style;
-
how to grasp and render texts of and on your new world;
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about university, faculty and chair structures;
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how to name participants of the university community.
You will be able to:
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collect and use the vocabulary on the topic;
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read, understand and render mini-texts on the topic;
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read and understand tables and charts;
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find necessary information in the texts of the university community;
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speak on the structure of your faculty and university;
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get information and exchange it in different communicative situations in the field of university interaction.
The number of vocabulary on the topic (collected by students) – 63
Topic vocabulary
Nouns (46) :
a, b
academician, administration, assignment, assistant professor (associate professor), announcement, bachelor (of arts, sciences),
c
campus (on campus), candidate of sciences, classes, colloquium (on smth), coordinator, council, curriculum, chair (head of a chair), chart (scheme, table), course (subject),
d
dean (deputy dean), degree, department (of international affairs), doctor of sciences, dormitory (hostel),
e, f, l
editorial house, educational establishment (institution), employee, Erasmus (be on Erasmus program), faculty, lecturer,
m, o, p, r
major, master, member (university member), office hours, PhD (PhD paper, PhD thesis), (job) position, postgraduate (postgrad), program (study program), (vice-) rector, room
s, t, u
staff, session, set (of courses), timetable, term (semester), trait, thirst (for smth), university community
Adjectives (7):
academic, distinguished, educational, huge, flexible, scientific, strategic;
Verbs (10) :
c, d, e
carry out (research activities), coordinate, discover, enter (the university)
g, m, o, r
get (to some place), major in (PR), obtain (knowledge),render (the text)
s, t
specialize (in some field), share (experience), sit closer (with smth), train (specialists for);
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Vocabulary building |
1.1. Listen to the dialogues and simultaneously look through them marking their order. Where could they take place?
№ 1 (…)
– Hi, Jane! What a surprise to see you here on campus! I bet you are a student already.
– Hi, Kate! You are right. I’ve entered the Information and Communication Department of the Institute of Journalism, this year. How about you?
– Oh, I am doing my 3d year here, at the university, By the way, I study at a similar department, the only difference is that mine is at the faculty of Philosophy and Social Sciences. Anyway, they have classes in the same building so we’ll see each other quite often.
– Sounds great! And what’s your major?
– PR management. And what’s your major and minor?
– After graduation I am planning to work in advertising business so I specialize in this field.
№ 2 (…)
– Excuse me, I am not quite sure how to get to the Department of International Affairs. I am from Poland, actually, and I am here on Erasmus program. Could you help me, please?
– Sure. You should go to the administrative part of the same building. The office is on the ground floor, room 110. Turn to the left, go down the stairs and then turn to the right. Ask for Erasmus coordinator.
– Thank you! That’s very helpful.
– Good luck!
№ 3 (…)
– Andrew, do you have any idea what classes we are having tomorrow?
– Colloquium on argumentation, 1st class in the morning.
– Oh, no! I’ve quite forgotten about the Colloquium. I am afraid I won’t be ready for it. I haven’t done any reading yet. It just couldn’t be worse.
– How come?
– You know, I’ve lost my Xeroxed copy of the timetable and mixed up some classes.
– That’s not good. Do you want me to send you our time-table by e-mail? I can do it tonight when I am home after the classes.
– Of course I do, thank you so much.
№ 4 (…)
– Good morning, Professor. I am calling to find out whether we are gathering at the Dean’s Office today for our Academic Council session.
– Morning, colleague. In fact, today we are having a joint meeting of the Academic Council together with Students’ Association and our library staff in 2 hours. We are meeting this time in room 119, which can house all of us.
– Thank you. Sorry for bothering.
– You are welcome!
№ 5 (…)
– Any plans for tonight, Steve?
– Nothing special. It looks like I can relax a bit. And what about you?
– Oh, I’ve got a huge assignment. I doubt if I’ll manage to prepare it for tomorrow.
– Oh, dear. Is it really so much?
– Yes, tomorrow we are having English. I have words to learn and a text to render and I must tell you this text is really difficult to grasp. When I first looked it through, I could hardly make any head or tail of what it’s all about. I need to sit closer with it. Plus I need to be ready for making a group presentation, and I cannot find any material on the Internet. So I’ll have to look for the sources in the library.
№ 6 (…)
– Good appetite, Mike. Can I join you?
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Sure.
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Today it’s been the first time when I gave students a twenty-minute lecture in the course of my scientific supervisor. Have you already had any experience in lecturing?
– Of course, I have. This is a usual thing for a 2nd year post-grad.
– Do you find it difficult to do?
– I really enjoyed it. The lecture I gave was on the same topic as my postgraduate paper is. There were several situations when I didn’t feel comfortable, though. The students asked me tricky questions, you know, and I had to use all my expertise not to fail.