- •University
- •1.8. Read an extract from the vocabulary entry ‘School’. It is taken from Roget’s Thesaurus of English words and expression. Discuss why all these words appeared under the same headline.
- •Chart 1. The Structure of Vilnius University
- •Chart 2. The Structure of the Belarusian State University
- •Chart 3. Faculty Structure
- •3.3. Study Chart 4 and comment on a possible career of a student in an academic field. Use the following pattern for your comments:
- •Chart 4. Academic Career
- •3.5. Each of sciences has a definite code of majors. Find a proof that specializations presented in Table 2 belong to philological sciences.
- •Informational texts
- •1St year
- •1St term
- •2Nd year
- •3Rd term
- •Sociology
- •Monday 21st – Friday 25th September 2009
- •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 our theatre, join us!
- •6:00 – 7:30 P.M., Main Building,
- •4.2. Which of informational texts from task 4.1. Do you need if
- •4.5. Recall the announcements you have read recently in your university (faculty, institute). Share the information you have learned from them with your classmates.
- •4.6. Read the General Note about proper communication patterns accepted in university surroundings.
- •6.6. Fill in the Self-Assessment Checklist:
- •Self assesment checklist
- •1.1. Look at the map of the Universities marked on the map of Europe. Do you know them? Pronounce their names in English. Sum up the ways universities are named.
- •1.3. Discuss the criteria used to evaluate and make a choice of a university.
- •The newest in my country My University
- •Types of Universities
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University
- •4. Supermarket University
- •5. Project University
- •6. Network University
- •2.1. Read and compare texts and their interpretations. What is the difference between the text and its interpretation?
- •The rules of effective interaction in the Round Table format
- •3.3. 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 da Vinci (April 15, 1452 – May 2, 1519)
- •4.3. Read in Appendix e about the format of a five-minute speech and present your review in this format.
- •6.2. Choose a well-known university of the world and write why you might want to study there.
- •6.5 Fill in the Self-Assessment Checklist:
- •Self-assessment checklist
- •Topic 3
- •Interaction skills in my new world
- •1.2. Read the extract and check whether your expectations were right. Share your impressions of it. Compare yourself to Lev Tolstoy’s hero.
- •1.6. Extend your Vocabulary Map you made in 1.3. By extending the number of rays and their length.
- •1.8. Present the results of your work in 1.7. To all groupmates and discuss them.
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •3.5. Analyze the example when we study some activity used to solve the problem not a particular object – to do or not to do?
- •Rector’s Welcome Speech
- •5.4. Fill in the scheme ‘Hourglass’ on the activity ‘how to study successfully’.
- •5.5. To sum up Unit 3, read the story which happened to one of the authors of this book.
- •5.6. Fill in Self-Assessment checklist: self-assessment checklist
- •Appendices
- •539 School
- •Cognitive map of vocabulary article ‘the University’
- •Variants of presenting only one theme of the map – a:
- •Variants of presenting the whole text (all themes in the cognitive map):
- •International public speaking competition: judging criteria
- •Verbal technique
- •References
6.6. Fill in the Self-Assessment Checklist:
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 successfully.
Self assesment checklist
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№ |
I have learnt/I know |
Importance |
My Assessment |
Teacher’s Assessment (points) |
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1 |
words on the topic that are enough for initial communication |
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2 |
what university is, how it functions and how it is structured |
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3 |
names of the university courses |
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4 |
university academic degrees and positions |
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5 |
patterns of communication |
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№ |
I can
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Importance |
My Assessment |
Teacher’s Assessment (points) |
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1 |
communicate in some situations with employees of University Chair, Dean's Office, International Program Centre |
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2 |
find core textual information (themes/rhemes) and render texts in a flexible way (not depending on its initial line) |
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3 |
read and understand charts and tables |
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4 |
present my University |
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5 |
find necessary information in informational texts on the topic |
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UNIT 2
KNOWLEDGE OF YOUR NEW WORLD
IN A BROADER CONTEXT:
EUROPEAN UNIVERSITIES
‘How much has not been done
and how much we… won’t do in future!’
You have already realized that a university is a world in itself which is new for you and needs to be understood. You have also got acquainted with typical communication situations in it and learnt how to interact in them. The information that you will find in this topic will let you know about universities and give you the basics of university knowledge and skills including classification issues, the ability to interpret the texts of others and express your point of view, to state problems and solve them in scientific discussions, to find and sort out necessary facts and construct your own ones. By the example of lives of great scientists – both teachers and students who cooperate and thus enrich each other – you will feel the spirit of academic life.
You will learn:
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about different universities of Europe and their types;
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what it means to interpret a text;
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about the format of a Round Table for problem solving;
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what an informational review is;
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how to prepare and give a five-minute presentation;
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about science and people in science.
You will be able to:
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use the topic vocabulary;
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discuss the criteria for making a choice of a university;
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interpret mini-texts;
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raise a problem and discuss it in a Round Table format;
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write informational reviews on the themes found in texts;
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make a five-minute presentation.
The total number of active vocabulary (words and phrases) on the topic to be collected by students is about 60.
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Vocabulary building |