- •I. Before You Read
- •1 . Wise People Talk
- •New York
- •Higher education in the usa: the roots
- •III. After you read
- •1. Answer the following questions
- •2. Do the multiple choice test going behind some words in the text
- •3. If you manage to read the message written clockwise, you will learn what education really means for the Americans.
- •4. Consider the following cultural note
- •Idiom Box
- •I. Before you read
- •I’m not claiming there’s anything new in this all
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: starting point
- •5. In the text find a pair of antonyms referring to one concept. Fit them into the following sets of synonyms; do some dictionary digging to explore shades of meanings of the words and phrases.
- •6. (A) Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •7. Most of the lines contain an unnecessary word; single it out. The example was done for you. Gap year
- •Idiom Box
- •8. (A) Match the idioms with their definitions.
- •9. (A) Decipher a scrambled word to learn a definition from a witty college glossary.
- •I. Before you read
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: choice of the institution
- •III. After you read
- •1. Do the true-or-false test according to the information from the text
- •2. Complete the flow chart with the words from the box; use it to describe different types of institutions
- •4. Tick the boxes to indicate what different schools offer
- •5. Chose variant a. Or b. To complete the statements
- •6. Find at least 5 words and word combinations in the text to name an institution where one can get higher education.
- •7 (A) Complete collocations with the given words. School, university, college
- •8 (A) Consider the synonyms; match words with their definitions.
- •Idiom Box
- •9. Study the idioms in the box; fill them into the gaps making all the necessary changes.
- •10. Speak your mind
- •I. Before you read
- •It's from this angle that one must seriously consider this problem.
- •I don't profess to be an expert on the subject, but…
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: application process
- •III. After you read
- •1. Fill in the gaps with the appropriate units from the vocabulary section
- •2. Use the word in capitals to form a word that fits in the space
- •Idiom Box
- •3. Choose a or b according to the meaning of the idiom in bold
- •4. But I Have Not Yet Gone to College
- •5. Imagine you are an applicant and the college you are seeking admission to requires an interview. Act out parts of the interview taking up roles of interviewer and interviewee.
- •I. Before you read
- •It’s not unlikely that…
- •It’s precisely in that area that…
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •2. Find in the text words to add to the following sets of synonyms.
- •3. Complete the derivation table.
- •4. Fill in the gaps with the words from the vocabulary section
- •5. Match the collocations
- •6. For every word in bold with two synonyms in the box. The Fulbright Program
- •Idiom Box
- •7. (A) Consider the suggested idioms and phrases with the verb think
- •8. Organize a role-play Awarding a Scholarship
- •9. Consider the following language notes
- •10 Consider the spoonerism; what was in Mr. Spooner’s mind?
- •11. Put the scrambled words into a sentence – an aphorism assigned to
- •I . Before you read
- •It only remains for me to say that...
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: degrees and qualifications
- •III. After you read
- •1. Use information from the text to restore the table
- •2 (A) Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •4. Consider the following cultural notes
- •Idiom Box
- •5 (A) Pair off the units with the similar meaning. Give your grounds.
- •6 (A) Read Hints on Public speaking How to make a high impact public speech?
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: curriculum
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •2.Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •4. Complete the text by filling in the gaps with the words from the box The Academic Year
- •5. Consider the following terms and their explanations
- •Idiom Box
- •6 (A) Consider the suggested idioms and phrases with roll
- •7. Witty college glossary continued... Are the definitions true to life?
- •8. Speak your mind
- •I. Before you read
- •Higher education in the usa: who is who
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Complete the diagram using the vocabulary units from the box
- •2 (A) Think of one noun to complete all of the following collocations
- •3 (A) Note how one concept finds a variety of phrasing possibilities. Consider the synonymous phrases; what shades of meaning does every of them bring about?
- •Idiom Box
- •5. Read Survival Strategies for College Life suggested by American students. Are they applicable to student life in Ukraine?
- •6. Consider the cultural note
- •Higher education in the usa: who is who
- •1 (A) In the text find English equivalents to the following Ukrainian words and word combinations
- •2 (A) Decipher scrambled words connected with teaching.
- •3. Choose one word in bold to complete the text. The department
- •4. Consider definitions from a witty college glossary; what produces the comic effect?
- •Higher education in the usa: who is who
- •1. Use the word in capitals to form a word that fits in the space
- •2 (A) Consider the diagram illustrating an approximate administrative structure of a University
- •Debate and discussion Organizing phrases
- •3. Work in groups. You are the members of the Students’ Council; bellow is the agenda of the meeting. Choose the chairperson and the speakers and discuss the points.
- •I. Before you read
- •It's from this angle that one must seriously consider this problem.
- •I don't profess to be an expert on the subject, but…
- •Higher education in the usa: methods of instruction
- •II. Read the text. Fill in the gaps with the prepositions where necessary. Single out the topic sentence in every paragraph.
- •III. After you read
- •1. Use the word in capitals to form a word that fits in the space
- •2. Read the dialogue and match the words in bold to the definitions bellow.
- •3. Consider the following translator’s note
- •4. If you manage to read the message written counterclockwise, you will learn a witty definition.
- •5 (A) What are the features you find significant in a lecturer? Share both positive and negative experiences you had.
- •I. Before you read
- •Higher education in the usa: assessment
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •Idiom Box
- •5. Choose one word to complete the idioms
- •6. Almost each line contains one or more mistakes. Correct them, give explanations and define types of the mistakes (Grammar, Lexical, Spelling etc.)
- •7. A large University has the following departments:
- •I. Before you read
- •It’s a problem that will only increase in time;
- •Higher education in the usa: campus
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •5. Find one word in the text to complete all of the collocations. Suggest your explanations and translations.
- •Idiom Box
- •6. Choose a or b according to the meaning of the idiom in bold
- •7. Use the word in capitals to form a derivative that fits in the space
- •8. Discuss the points suggested in groups.
- •9. Witty glossary continued… Are the definitions true to life?
- •I. Before you read
- •Higher education in the usa: students’ life
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Find the English equivalents to the following phrases in the text.
- •2. Read the text; fill in the gaps with the prepositions where necessary. Greek-letter societies
- •3. Consider the suggested translations.
- •Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •Idiom Box
- •5 (A) Guess the meaning of the idioms in bold from the context. Try to explain their etymology.
- •6. The Contradictions of Big-time College Sport
- •7. Witty glossary continued… Are the definitions true to life?
- •8. Speak your mind
- •Organizing phrases
4. Consider the following cultural notes
The bachelor’s degrees in the U.S. are sometimes followed by a mark of excellence, such as cum laude, with praise; magna cum laude, with great praise – having achieved the second of the three highest levels of achievement that students can reach; or summa cum laude, with highest praise - having achieved the highest level in your college or university degree.
Cf. Ukrainian «диплом з відзнакою» («червоний» диплом), «відмінно з відзнакою».
Consider different variants of translation:
oтримати диплом з відзнакою –
to obtain a distinction/to graduate with honors/to graduate (magna/summa) cum laude.
Idiom Box
5 (A) Pair off the units with the similar meaning. Give your grounds.
know something backwards and forwards
one’s heart's not in it
do everything by the book
be lukewarm
learn the ropes
toe the line
(b) Fill in the gaps with the units from (a) introducing all the necessary changes.
I really loved teaching at first but ………………………….any more.
You ………………or you don't stay on the team!
My Academic advisor is very straight - he …………………….
I started compiling an annotated bibliography of the philosophy of mind when I was a graduate student ……………………..
Senior students …………………. about the prospects of showing the freshmen around the campus.
She practiced her part until she……………...
6 (A) Read Hints on Public speaking How to make a high impact public speech?
Define your purpose
People have gathered to hear you speak on a specific issue, and they expect to get something out of it immediately. Most speeches invite audiences to react in one of three ways: feeling, thinking, or acting. For example, eulogies encourage emotional response from the audience; college lectures stimulate listeners to think about a topic from a different perspective; student activists speaking in the Pit recommend actions the audience can take.
Analyze your audience
Create an effective introduction
Get their attention, otherwise known as "The Hook". Appealing to your audience on a personal level captures their attention and concern. Speakers often begin with anecdotes to hook their audience's attention. Other methods include presenting shocking statistics, asking direct questions of the audience, or enlisting audience participation.
Explain why your topic is important.
Make your speech easy to understand
Keep reminding your audience of the main points you've made. Incorporate previews and summaries into the speech
For example: "I'm here today to talk to you about three issues that threaten our educational system: First, … Second, … Third,"
Help your audience listen
Rely on shorter, simpler sentence structures.
Keep audience interested
Incorporate the rhetorical strategies of ethos, pathos, and logos
When arguing a point, using ethos, pathos, and logos can help convince your audience believe you and make your argument stronger. Ethos refers to an appeal to your audience by establishing your authenticity and trustworthiness as a speaker. If you employ pathos, you appeal to your audience's emotions. Use of logos includes the support of hard facts, statistics, and logical argumentation. The most effective speeches usually present a combination these rhetorical strategies.
Use statistics and quotations sparingly
Watch your tone
Create an effective conclusion
Restate your main points, but don't repeat them
For example:
"I asked earlier why we should care about the rain forest. Now I hope it's clear that . . ."
(b) Consider extracts from a speech. what rhetorical techniques are employed? What do you know about the speaker?
Commencement address at Harvard University Cambridge, Massachusetts USA June 7, 2007 by Bill Gates
P resident Bok, former President Rudenstine, incoming President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, parents, and especially, the graduates…
I want to thank Harvard for this timely honor…
I applaud the graduates today for taking a much more direct route to your degrees. For my part, I'm just happy that the Crimson has called me "Harvard's most successful dropout." I guess that makes me valedictorian of my own special class I did the best of everyone who failed…
Harvard was just a phenomenal experience for me. Academic life was fascinating. I used to sit in on lots of classes I hadn't even signed up for. And dorm life was terrific. I lived up at Radcliffe, in Currier House. There were always lots of people in my dorm room late at night discussing things, because everyone knew I didn't worry about getting up in the morning. That's how I came to be the leader of the anti-social group. We clung to each other as a way of validating our rejection of all those social people…
What I remember above all about Harvard was being in the midst of so much energy and intelligence. It could be exhilarating, intimidating, sometimes even discouraging, but always challenging. It was an amazing privilege-and though I left early, I was transformed by my years at Harvard, the friendships I made, and the ideas I worked on.
Members of the Harvard Family: Here in the Yard is one of the great collections of intellectual talent in the world…
There is no question that the faculty, the alumni, the students, and the benefactors of Harvard have used their power to improve the lives of people here and around the world. But can we do more? Can Harvard dedicate its intellect to improving the lives of people who will never even hear its name?
Let me make a request of the deans and the professors-the intellectual leaders here at Harvard: As you hire new faculty, award tenure, review curriculum, and determine degree requirements, please ask yourselves:
Should our best minds be dedicated to solving our biggest problems?
These are not rhetorical questions-you will answer with your policies…
Speak your mind
7. You are graduating from the university and you have the honored to make a speech at the graduation ceremony. Presumably, you will thank your alma mater; mention professors, who made a difference for you, etc., though you might be critical as well. Speak about the institution you are a student of or any imaginary one. Use hints for public speaking.
Higher Education in the USA
U NIT 7
Wise People Talk
Discuss the quotation. To what extent do you agree with the author?
Cauliflower is nothing but cabbage with a college education.
M ark Twain
Phrase Bank
I'm not claiming, there's anything new in this at all, but…
I have almost no doubt that...
Perhaps, the most plausible explanation is...
It immediately brings to mind...
There’s very strong evidence that…