- •Contents
- •Introductory word
- •Topic 1 the world a part of which you have become
- •1.2. Were there any new words in the dialogues in task 1.1? If yes, did they interfere with your understanding of the situation?
- •1.9. Make up and role-play a dialogue with your neighbour (you may use patterns from Task 1.1). Your dialogue should contain maximum of topical vocabulary.
- •1. Tables
- •Distribution of beneficiaries of home medical-social services by administrative-territorial regions and type of locality (in absolute numbers)
- •2. Charts *
- •3. Figures
- •Figure 1.1. The structure of Vilnius University.
- •Figure 1.2. The structure of the Belarusian State University
- •3.3. Study Figure 1.3 (a general scheme of any faculty structure). Is the notion “university” reflected in the faculty structure? And if yes, in what way?
- •Figure 1.3. Faculty structure
- •3.4. Find information and make a scheme of the faculty you study at.
- •3.5. Find information and make a scheme of any chair of your Faculty or institute. Present it to the group.
- •3.8. Examine the names of sciences and their code numbers (table 1.4). Identify which sciences correlate with the name of the faculty you study at (including all specialization of the faculty).
- •3.9. Explain in the context of university studies the idea of the proverb: «Плох тот солдат, который не мечтает стать генералом». Find the English equivalent of the proverb.
- •3.10. Examine Figures 1.5 and 1.6 and comment on a possible career of a student if one chooses the academic field. Use the following structure in your comments:
- •Informational texts
- •Office hours of University administration
- •Первый курс
- •I семестр
- •Второй курс
- •III семестр
- •Ug sociology
- •Induction Timetable 2009/0 Monday 21st – Friday 25th September 2009
- •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!
- •Invites
- •Students’ sports club
- •4.3. Translate in the written form any announcement you like given in task 4.1.
- •4.4. Recall the announcements you have read recently in your university (faculty, institute). Share the information you have got in small groups.
- •4.5. Read a general note about proper communication patterns accepted in university surrounding.
- •4.6. Reproduce a communicative situations proposed in Table 1.8.
- •Appendix 1. Portfolio and Self-assessment table
- •Topic 1. “The World a Part of which You have become”
- •Appendix 2. Vocabulary map
- •Appendix 3. Cognitive Map (когнитивная карта)
- •Часть 1. Прагматические основания работы с текстом с опорой на когнитивную карту.
- •Часть 2. Теоретические основания работы с текстом с опорой на когнитивную карту.
- •Логическое основание
- •Речедеятельностное основание
- •Лингвистическое основание
- •Часть 3. Построение когнитивной карты на примере конкретного текста (Cognitive map of vocabulary article “the University”)
- •Часть 4. Варианты пересказа одной из тем текста «Университет» (тема а).
- •Часть 5. Варианты пересказа текста «Университет».
- •Appendix 4. Clichés of Expressing Gratitude
- •Appendix 5. Semantic Map
- •Vocabulary Topic 1. The world a part of which you have become
- •Adjectives
1.9. Make up and role-play a dialogue with your neighbour (you may use patterns from Task 1.1). Your dialogue should contain maximum of topical vocabulary.
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Reading and rendering |
2.1. Read the text which gives the definition of the notion “university”. The definition is taken from an Encyclopaedic dictionary. What is this text about? To answer this question look for its themes (the theme is what the text is about) and rhemes (the rheme is the way the theme is developed).
Write the themes down in the form of nominative phrases. So you have the plan for your retelling. Use this plan while retelling.
«Universities are higher educational establishments and research institutions in which the whole set of courses that form the basis of scientific knowledge is being studied. U. trains specialists for different branches of economy, science, culture, and carry out research activities. A distinguished trait of u. is their thirst to closely connect education and research».
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Think why we call universities ‘higher educational establishments’ but not ‘higher educational and research establishments’? Does the name of the institution change its understanding? |
2.2. Read Attachment 1.3. about the notion ‘Cognitive map’ and get acquainted with the cognitive map built on the text above and its rendering. Compare it with what you have done.
2.3. Work in small groups. Build your own cognitive maps of the following texts and practice their rendering. Use different sequences of rendering.
№ 1
In Middle ages with the help of the word ‘universitas’ (in Latin “sets of universus” that is holistic combination of many) different communities were called, such as comradeships, merchants‘ guilds, trade-production shops etc. On analogy other newly appearing communities, such as open schools started to be called ‘universitas magistrorum et sholarium’ (as corporation of teachers and students); and only with time the educational establishments started to be called u. First ‘studium’ school, then ‘stadium generale’ or general school; the attribute ‘generale’ pointed out at international character of the educational establishment; later the term started to mean the curriculum of higher schools which unite the whole set of sciences (‘universitas literarum’).
№ 2
Faculty (from Latin ‘facultas’ – possibility, capability) – a part of the higher educational establishment, where a certain cycle of adjoining scientific courses is being taught. F. is an educational-organizational part of a higher educational establishment which unites chairs (departments) that trains students and postgraduates on a number of related courses.
№ 3
Rector (in Latin ‘rector’ – ruler, leader from ‘rego’ – I reign) – the head of the university and a number of other higher educational establishments. The r. is appointed to lead all activities of the university or other higher educational institution including curricula and programs functioning and planning of research activities. The r. is a chairperson at the meetings of the Scientific Council of the university and approves its decisions.
2.4. Work in pairs. Compare the definitions of the term “university” given in two sources. Build cognitive maps to both. Compare the themes and then the rhemes of coinciding themes. Discuss the result of your work in the group.
№ 1.
Университет, -а, м. – «высшее учебное заведение и научное учреждение с несколькими факультетами (естественно-математическими и гуманитарными)». Прил. университетский, -ая, -ое. В русском языке слово университет известно с Петровского времени. Но в широкое употребление оно вошло несколько позже в связи с открытием первого университета в России – Московского в 1755 г. См. «Указ» от 12-I-1755 г. Прил. университетский в широком употр. – с 40-х гг. Ср. У Ломоносова «Прибавление к моему мнению о университетском регламенте» от 7-XII-1748 г. – Из западноевропейских языков. Ср. франц. (с XIII в.) universite; нем. (с XIV в.) Universitat; англ. university; ит. universita` и др., восходящие к позднелатин. ūniversitas – «нечто цельное», «совокупность» [в средневек. латин. – «(учёная) корпорация», «колледж»]; ср. ūniversus – «весь», «целый», «общий», «всеобщий». Первые университеты появились в странах Западной Европы в XII в. (Италия, Испания, Франция).
№ 2.
University institution of higher education, usually comprising a liberal arts and sciences college and graduate and professional schools and having the authority to confer degrees in various fields of study. A university differs from a college in that it is usually larger, has a broader curriculum, and offers graduate and professional degrees in addition to undergraduate degrees.
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Reading schemes and tables |
3.1. Read the text about tables, charts, graphs and figures. Have a look at examples of them. Pay special attention to the elements of tables and figures and the way of reading them.
Tables, charts (graphs), figures
While carrying out a research of any particular phenomenon one needs to collect the database. Once these data have been collected, however, they must be organized and presented in a comparable way. We will look, in particular, at the ways the data can be presented in tables, charts (graphs) and figures.